ba (hons)/ba in arts and humanities programme staff handbook · they are the ba (hons) in arts and...

BA (Hons)/BA in Arts and Humanities Programme Staff Handbook

2018

2018-2019

CARLOW COLLEGE, ST. PATRICK’S |

1

Contents The Arts and Humanities Programmes .............................................................................................................................. 5

Programme Team .......................................................................................................................................................... 5

Programme Board ......................................................................................................................................................... 6

2018-19 Membership of the Programme Board ........................................................................................................... 6

Programme Academic Advisors ..................................................................................................................................... 7

Inclusivity Statement ..................................................................................................................................................... 7

Graduate Attributes ....................................................................................................................................................... 7

Programme Structure and Module Information ............................................................................................................... 8

The Programme at a glance ........................................................................................................................................... 8

BA (Hons) in Arts and Humanities Programme Concept, Aims, Objectives and Learning Outcomes ........................... 9

Programme Concept .................................................................................................................................................. 9

BA (Hons) in Arts and Humanities Programme Aims ................................................................................................ 9

BA (Hons) in Arts and Humanities Programme Objectives........................................................................................ 9

BA (Hons) in Arts and Humanities Programme Learning Outcomes ......................................................................... 9

BA in Arts and Humanities Programme Aims, Objectives and Learning Outcomes .................................................... 10

BA in Arts and Humanities Programme Aims .......................................................................................................... 10

BA in Arts and Humanities Programme Objectives ................................................................................................. 10

BA in Arts and Humanities Learning Outcomes ....................................................................................................... 10

Core Disciplines............................................................................................................................................................ 10

Stage 1: Explore ........................................................................................................................................................... 11

The Arts and Humanities Seminar ........................................................................................................................... 11

Stage 2: Broaden.......................................................................................................................................................... 11

Stage 3: Deepen ........................................................................................................................................................... 11

Stage 4: Specialise ....................................................................................................................................................... 11

Rules around choosing electives ................................................................................................................................. 11

Stage 1 ..................................................................................................................................................................... 12

Stage 2 ..................................................................................................................................................................... 12

Stage 3 ..................................................................................................................................................................... 12

Stage 4 (BA (Hons) in Arts and Humanities only) .................................................................................................... 12

Modules with pre-requisites and co-requisites ........................................................................................................... 13

List 1. Modules with pre-requisites ......................................................................................................................... 13

List 2. Catechetics and Teaching Placement Minimum Mandatory Modules ......................................................... 14

Programme Documentation and Module Descriptors ................................................................................................ 15

Module Outlines .......................................................................................................................................................... 15

Stage 1 Modules ...................................................................................................................................................... 15

Stage 2 modules ...................................................................................................................................................... 16

2

Stage 3 modules ...................................................................................................................................................... 19

Stage 4 modules ...................................................................................................................................................... 25

Teaching, Learning and Assessment ................................................................................................................................ 31

Programme Teaching, Learning and Assessment Strategy ......................................................................................... 31

Teaching Code of Conduct ........................................................................................................................................... 32

Duration of Semesters and Academic Calendar .......................................................................................................... 32

Lectures ....................................................................................................................................................................... 32

Tutorials ....................................................................................................................................................................... 32

Assessment .................................................................................................................................................................. 32

Submission of Assessment Details to Academic Administration ................................................................................ 33

Continuous Assessments ......................................................................................................................................... 33

Exam Questions ....................................................................................................................................................... 33

Assessment Schedule 2018-2019 ................................................................................................................................ 33

Written Assessment Style Guide ................................................................................................................................. 34

Grading Assessments ................................................................................................................................................... 34

Recording Assessment Marks ...................................................................................................................................... 34

Late Assessment Penalties........................................................................................................................................... 34

Guidelines on Assessment Feedback to Support Teaching and Learning ................................................................... 35

Giving Feedback through Turnitin ............................................................................................................................... 35

Feedback Turnaround Times ....................................................................................................................................... 35

Complaints and Appeals .............................................................................................................................................. 36

Seminar and Dissertation ................................................................................................................................................ 37

Dissertation Aims, Objectives and Learning Breakdown ............................................................................................. 37

Module Assessment breakdown ................................................................................................................................. 37

Seminar and Dissertation co-ordinator ....................................................................................................................... 37

The Role of the Supervisor .......................................................................................................................................... 38

Procedure .................................................................................................................................................................... 38

Dissertation Submission and Grading .......................................................................................................................... 38

Quercus Student Record Management System .............................................................................................................. 40

Recording Class Attendance ........................................................................................................................................ 40

Uploading Learner Marks onto the Quercus System .................................................................................................. 40

Moodle and Turnitin ........................................................................................................................................................ 41

Using Moodle ............................................................................................................................................................... 41

Minimum Requirements of Moodle Usage for Lecturers ........................................................................................... 41

How much material should I place on Moodle? .......................................................................................................... 41

Importing material from existing Moodle pages ......................................................................................................... 41

Moodle support ........................................................................................................................................................... 42

Using Turnitin .............................................................................................................................................................. 42

3

Setting up a Turnitin Link ............................................................................................................................................. 43

Giving Feedback through Turnitin ............................................................................................................................... 44

Plagiarism Policy .............................................................................................................................................................. 45

Definitions.................................................................................................................................................................... 45

Policy Statement .......................................................................................................................................................... 45

Procedures for Dealing with Plagiarism ...................................................................................................................... 45

Plagiarism Report Form Directions .............................................................................................................................. 47

Information for Academic Advisors: Policy and Procedures ........................................................................................... 48

The Core Values of the Academic Advisor ................................................................................................................... 48

Definition of the Role and Purpose of the Academic Advisor ..................................................................................... 48

The Tasks of the Academic Advisor ............................................................................................................................. 49

Procedures for Granting Essay Extensions .................................................................................................................. 49

Students with documented proof of reason for extension ..................................................................................... 49

Students without documented proof of reason for extension ............................................................................... 49

Procedures re absence from class ............................................................................................................................... 49

Students with documented proof of reason for absence ....................................................................................... 49

Students without documented proof of reason for absence .................................................................................. 49

Prolonged absences ................................................................................................................................................. 50

Withdrawal of learners from the programme ......................................................................................................... 50

Special Considerations ............................................................................................................................................. 50

Subjects that qualify for the Teaching Council ................................................................................................................ 51

Meeting Teaching Council Requirements in English for learners on the BA (Hons) in Arts and Humanities ................. 52

Meeting Teaching Council Requirements in History for learners on the BA (Hons) in Arts and Humanities ................. 54

Meeting Teaching Council Requirements in Religious Education for learners on the BA (Hons) in Arts and Humanities ......................................................................................................................................................................................... 56

Useful Quick links ............................................................................................................................................................ 58

Academic Calendar ..................................................................................................................................................... 58

Assessment Schedule 2018-2019 ................................................................................................................................ 58

Quality Assurance and Strategic Plan ........................................................................................................................ 58

College Quality Assurance Policy ............................................................................................................................. 58

College Strategic Plan 2017-2022 ............................................................................................................................ 58

Teaching, Learning and Assessment Policies and Resources .................................................................................... 58

Appointment of External Examiners Policy ............................................................................................................. 58

Assessment Policy .................................................................................................................................................... 58

Carlow College Regulations in Relation to Assessment and Standards (2018) ....................................................... 58

Carlow College Teaching, Learning and Assessment Strategy 2018-2023 .............................................................. 58

Teaching and Learning Policy .................................................................................................................................. 58

Appendix A: Marking Bands, Marking Criteria and Guidelines on Weighting Assessment ............................................. 59

4

Written Assessment Marking Bands ........................................................................................................................... 60

Written Assessment Marking Criteria: Guidelines ...................................................................................................... 61

Dissertation Oral Presentation Criteria ....................................................................................................................... 63

Dissertation Assessment Sheet ................................................................................................................................... 65

Dissertation Marking Rubric ........................................................................................................................................ 67

Guidelines on Assessment Weightings and Equivalences ........................................................................................... 69

Appendix B: Procedures for Directing Learners to the .................................................................................................... 71

Student Counselling Service ............................................................................................................................................ 71

The Arts and Humanities Programmes Carlow College, St. Patrick’s currently has two Arts and Humanities programmes. They are the BA (Hons) in Arts and Humanities (Level 8) and the BA in Arts and Humanities (Level 7). The Level 7 programme is constituted of the first three stages of the Level 8 programme. These programmes were validated by QQI in July 2018. The current Arts and Humanities programmes evolved out of the BA (Hons)/BA in Humanities from 2011-2018. They are part of a longer tradition of the Humanities at Carlow College dating back to the late eighteenth century.

Programme Team Programme Director Dr Eoghan Smith [email protected] Programme Administrator Michelle Daly [email protected] Programme Lecturers:

Academic Skills Dr Morgan Buckley [email protected] Lisa Fortune, M.A. [email protected] English, Creative Arts and Media Dr Derek Coyle [email protected] Dr James Heaney [email protected] Gerry Morgan, M.A. [email protected] Dr Orla Ryan [email protected] Dr Eoghan Smith [email protected] Dr Simon Workman [email protected] History Dr Elaine Callinan [email protected] Dr Regina Donlon [email protected] Dr Eric Derr [email protected] Dr Thomas McGrath [email protected] Dr Ida Milne [email protected] Dr Margaret Murphy [email protected] Humanities Dr Anthony McGrath [email protected] Philosophy Dr Noel Kavanagh [email protected] Dr Sarah Otten [email protected] Psychology Dr Candice Condon [email protected] Dr Claire Cullen [email protected] Theology, Catechetics and Teaching Placement Mary Dooley, M.A. [email protected] Dr Jude Lal Fernando [email protected]

mailto:[email protected]























6

Dr Dermot Ryan [email protected] Dr Fearghus Ó Fearghail [email protected] Fr Sean Maher [email protected] Michael Sherman, M.A. [email protected] Moodle and Turnitin Support

Morgan Buckley [email protected]

IT Support Carolyn Glynn [email protected] Aoden O’Faoláin aofaolá[email protected]

Head of Student Services

Lisa Fortune [email protected]

Programme Board The programme board for the BA (Hons)/BA in Arts and Humanities oversees operational control and programme monitoring, along with programme planning and development. The Programme Board has a Terms of Reference, which outlines membership of the Programme Board. Programme Board meetings are held at least five scheduled times during the academic year and members are required to attend. Wider programme staff who are not members of the programme board can contribute by placing items on programme board agendas. All programme staff will receive the minutes of Programme Board meetings. The Programme Board reports to the Academic Council. Programme Directors attend the monthly meetings of the Academic Council and can bring forward items raised at Programme Board meetings. Programme Directors also attend regular meetings with the Office of the Registrar to discuss issues of cross-programme relevance.

Each year the Programme Director produces a Programme Monitoring Report. This report contains information on student numbers, progression, assessment and results as well as overviews of student feedback and external examiners’ reports. The monitoring report is sent out to programme members for comment before it is submitted to the Registrar. The Terms of Reference for the Programme Board can be accessed via the Staff Gateway on the website.

2018-19 Membership of the Programme Board

Programme Director Eoghan Smith

One members from each core discipline, some of whom must be academic advisors.

Derek Coyle (English, Creative Arts and Media Studies) Regina Donlon (History) Michael Sherman (Theology) Candice Condon (Psychology) Sarah Otten (Philosophy)

One member representing other

programme disciplines

N/A

Learner representatives Up to two class representatives for each Stage to be elected

Programme administrator Michelle Daly

Head of student services Lisa Fortune

Rep. for Teaching, Learning and Assessment committee

Eric Derr

Chair of Catechetics and Placement committee

Eoghan Smith (ex-officio)


http://www.carlowcollege.ie/staff-directory/dr-fearghus-o-fearghail/






mailto:aofaolá[email protected]


7

Programme Academic Advisors Stage 1 Michael Sherman, M.A. [email protected] Stage 2 Dr Sarah Otten [email protected] Stage 3 Dr Claire Cullen [email protected] Stage 4 Dr Noel Kavanagh [email protected]

Inclusivity Statement This programme recognises that we are a group of diverse staff and students. Our goal is to be a model of inclusion and embrace the diversity of all. We do this through respecting and valuing individual learning differences in all the modules we offer and in the promotion of equal access and opportunity to our students regardless of disability, race, gender, sexuality or socio-economic status. Students are encouraged to approach staff to discuss their learning need at any time throughout their studies. Any information disclosed will be treated in the strictest of confidence.

Graduate Attributes Carlow College, St Patrick’s has identified a set of connected and interdependent attributes which we encourage our learners to develop. We are committed to embedding and developing these attributes in all the activities of the College and reflecting them in the design, delivery and assessment of all our academic programmes. Some of these attributes relate to knowledge and understanding in the disciplines that are core to a learner’s programme of study and to specific skills and competences in these areas. Other attributes are fostered by the institution as a whole and the experience of being part of the Carlow College community. Our aim is that graduates of Carlow College, St Patrick’s will be: * Academically excellent * Problem Solvers * Effective Communicators * Collaborative in approach * Lifelong Learners * Socially engaged * Work and employment ready For a fuller description of the Graduate Attributes, please see the College’s Teaching, Learning and Assessment

Strategy.





Programme Structure and Module Information

The Programme at a glance

Discipline Stage 1 (60 ECTS) Stage 2 (60 ECTS) Stage 3 (60 ECTS) Stage 4 (60 ECTS)

Semester 1 Semester 2 Semester 1 Semester 2 Semester 1 Semester 2 Semester 1 Semester 2

English, Creative Arts & Media Studies

Virtues of Poetry (M)

Introduction to Fiction: Novel and Short Story (M)

Theatre of the European Renaissance

Creative Writing: Poetry

Drama and Performance 1

Contemporary Irish Writing

Gothic Fiction

American Lit


Media and Communications

Modernism and Modernity

Creative Writing: Advanced Poetry

Media Studies: Film 1

Postmodern Lit.

Creative Writing: Fiction

Creating Drama 1


Modern Drama in Performance

Postcolonial Writing

Creating Drama 2

History Toolkit for History (M)

Reimagining Ireland 1500-1700 (M)

Reimagining Modern Ireland 1700-1850

Revolutions in the Transatlantic World 1763-1877

Reimagining Modern Ireland 1850-2000

Nation States and Global Conflict 1877-1945

Ireland: Insurrection to Independence 1891-1923

World War One: The Fall of Empires

Migrations in Irish History /Violence, Law and Order in Modern Irish History٭

Ireland: Politics and Society 1923-1980

Memory and Commemoration / Local History Project٭

The Politics of the Great Irish Famine

The Rise of Fascism

‘The Troubles’ Europe and the US in

the Post War World

Hist. of Antisemitism before 1933

Migrations in Irish History /Violence, Law and Order in Modern Irish History٭

Irish Elections and Propaganda 1918-1937

Nazi Germany and the Holocaust

Memory and Commemoration/ Local History Project٭

Philosophy Ancient Greek Philosophy (M)

Medieval Philosophy (M)

General Ethics: Guiding Rules

Modern Philosophy 1600-1800

General Ethics: The Good Life

Modern Philosophy 1800-1960

Political Philosophy 1

Feminist Political Thought 1 / Humans and Other Animals٭

Existentialism: Philosophy and Literature

Political Philosophy 2

Feminist Political Thought 2 / Humans and Other Animals 2 ٭

Human Rights

Phil. of Religion

Critical Theory 1


Phil & Psychoanalytic Theory 1

Philosophy, Law and Punishment

Critical Theory 2: Language and Self


Phil. & Psychoanalytic Theory 2

Psychology

Psychology 1 (M)

Psychology 2 (M)

Child Developmental Psychology

Organisational Psychology

Educational Psychology

Social Psychology

Cognitive Psychology

Abnormal Psychology

Community Psychology

Cognitive Psychology

Clinical Psychology

Research Methods

Cyberpsychology

Forensic Psychology

Health Psychology

Advanced Social Psychology

Personality Psych

Applied Criminal Psychology

Counselling Psychology

Positive Psychology

Theology and Teaching Placement

Introduction to Theology (M)

Theological Themes in World Literature, Cinema, and Music (M)

Christology: Encountering Jesus of Nazareth

Biblical Studies

Christian Anthropology:

Prophetic Literature of the Old Testament

Ecclesiology

Fundamental Moral Theology

The Synoptic Gospels

God Question/ Trinity٭

Religions, Conflict and Peace/ World Religions٭

Applied Christian Ethics

Sacramental Theology

God Question/ Trinity٭

Religions, Conflict and Peace/ World Religions٭

Johannine Writings

Catechetics and Teaching Placement 1: Primary Catechetics and Teaching Placement 2: Post Primary

Common modules

Academic and Digital Skills (M)

Arts and Humanities Seminar (M)

Seminar and Dissertation (M)

* Denotes cyclical modules offered jointly to Stages 3 and 4 in alternate years

BA (Hons) in Arts and Humanities Programme Concept, Aims, Objectives and Learning Outcomes

Programme Concept

The BA (Hons)/BA in Arts and Humanities introduces learners to the ideas, events and cultural heritage that has influenced western conceptions of humanity and society. In addition to furnishing learners with the knowledge which constitutes traditional European notions of humanity and cultural production, the programmes develop learner skills in critical thinking, analysis and social awareness. These programmes are designed to allow learners who wish to teach in secondary schools to achieve the Teaching Council of Ireland’s requirements for subject content in English, History and Religion (for those who complete the four stages of the level 8 programme).

BA (Hons) in Arts and Humanities Programme Aims

Through a comprehensive exploration of the major ideas, event and beliefs in Western thought, the BA (Hons) in Arts and Humanities aims to provide learners with the knowledge, skills and values relevant to personal enrichment and professional work. This programme is a multidisciplinary Level 8 degree comprising of a range of Arts and Humanities disciplines which are intended to assist learners as they develop as reflective, critical thinkers who are socially engaged and appreciate learning as a life-long activity.

BA (Hons) in Arts and Humanities Programme Objectives

The programme objectives are:

To foster academic excellence in chosen discipline areas, particularly in the core areas of English, Creative Arts and Media Studies, Philosophy, Theology, History and Psychology, or in interdisciplinary fields.

To provide learners with the opportunities to develop the skills to interrogate critically human history, culture, ideas and values, and to encourage them to be actively engaged citizens

To equip learners for the rapidly changing 21st century workplace, and to develop the attributes of critical thinking, creativity, self-reflection, problem-solving, independent research, evidence evaluation, effective communication and presentation.

To allow learners to develop an appreciation of learning as a lifelong activity and an ongoing commitment to self-development.

BA (Hons) in Arts and Humanities Programme Learning Outcomes Upon successful completion of the BA (Hons) in Arts and Humanities (Level 8), learners should be able to:

1. Demonstrate that they have advance knowledge of key theories, ideas and modes of analysis in a range of Arts and Humanities- based modules.

2. Illustrate that they have an in-depth knowledge and can critically evaluate the texts and issues in chosen areas of study, and show an awareness of the complementarity of different discipline areas.

3. Demonstrate a mastery of written and verbal skills through methods of critical analysis, synthesis and reflective learning that are appropriate to chosen fields of study.

4. Select from their acquired knowledge and skills to identify and solve problems within broad and/or specialized fields of chosen learning.

5. Research effectively and articulate clearly constructed independent arguments through essays, formal presentations, discussions and an advanced research project.

6. Collaborate effectively within a peer-learning culture to complete tasks and projects. 7. Critically reflect on their own learning process by being able to respond effectively to and act upon feedback

and to complete independently and competently given tasks. 8. Evaluate the opinions and beliefs of others and respond to them in a reflective and well-informed manner.

10

BA in Arts and Humanities Programme Aims, Objectives and Learning Outcomes

BA in Arts and Humanities Programme Aims

The BA in Arts and Humanities is a multidisciplinary Level 7 degree which provides strong foundations and a breadth of knowledge across a range of Arts and Humanities disciplines. Graduates of the programme will be reflective, critical thinkers who are socially engaged and appreciate learning as a life-long activity. This programme aims to provide learners with the knowledge, skills and values relevant to personal enrichment, and to lead to further Higher Education and professional work.

BA in Arts and Humanities Programme Objectives

The programme objectives are:

To provide for a broad education in the history, culture, ideas and values of human society, particularly in the core areas of English, Creative Arts and Media Studies; Philosophy; Theology; History; and Psychology, or in interdisciplinary fields.

To provide learners with the skills to understand and engage with the history, cultures, ideas and values of human society and to encourage them to be actively-engaged citizens.

To develop the attributes of critical thinking, creativity, self-reflection, problem-solving, evidence evaluation, effective communication and coherent presentation and to provide them with pathways for further education and employability.

To foster an appreciation of learning as a lifelong activity and an ongoing commitment to self-development.

BA in Arts and Humanities Learning Outcomes

Upon successful completion of the BA in Arts and Humanities, learners should be able to:

1. Demonstrate that they have broad knowledge of key theories, ideas and modes of analysis in a range of Arts and Humanities-based modules.

2. Show that they have acquired knowledge and understanding of core texts and issues in chosen areas of study, and an awareness of the relationships between core and cognate discipline modules.

3. Demonstrate competent written and verbal skills through methods of critical analysis, synthesis and reflective learning that are appropriate to fields of chosen study.

4. Employ their knowledge and skills to identify and solve problems within broad fields of chosen learning. 5. Research effectively and articulate clearly constructed independent arguments through essays, discussions

and formal presentations. 6. To work effectively in a collaborative manner through peer learning and group discussion. 7. Show that they have developed sufficient understanding of the learning process by being able to effectively

respond to and act upon feedback. 8. Outline and examine the opinions and beliefs of others and respond to them in a reflective and well-informed

manner.

Core Disciplines The Arts and Humanities programmes have five core disciplines. These are:

English, Creative Arts and Media Studies

History

Philosophy

Psychology

Theology (and Teaching Placement) Each discipline offers 100 ECTS on the Level 8 Honours programme, exclusive of the 15 ECTS for the Seminar and Dissertation. Each discipline offers 65 ECTS on the Level 7 programme.

11

By the end of the Honours programme, students must have attained at least 80 ECTS in at least one discipline to achieve a major. Students who achieve at least 80 ECTS in two subjects achieve a double major. By the end of the Level 7 programme, students must have accumulated at least 45 ECTS in one discipline.

Stage 1: Explore Stage 1 comprises of two mandatory modules in each of the five core disciplines along with the ‘Introduction to Digital and Academic Skills’ and the ‘Arts and Humanities Seminar’ modules. Learners get a broad-based introduction to the core disciplines while also learning about the interdisciplinary possibilities within the programme. In keeping with the institutional teaching and learning strategy, the focus is on engaging the learner transitioning to third-level education, providing a foundation for the study of the core disciplines and producing confident learners who are prepared to embark on their journey. Stage 1 aims to enable learners to make informed choices in relation to the discipline areas they wish to pursue through their degree.

The Arts and Humanities Seminar

The Arts and Humanities Seminar is a specially-developed keystone Stage 1, Semester 2 module that encourages interdisciplinary thinking by allowing for a topic-based inquiry across the full range of disciplines. A further key function of this module is to illuminate the different disciplinary pathways that learners can choose from over the duration of their programme.

Stage 2: Broaden Each discipline offers 20 ECTS in stage 2. Building on Stage 1, Stage 2 allows learners to broaden their studies in fields of interest, or to continue to find areas of complementarity.

Stage 3: Deepen Each discipline offers 35 ECTS at stage 3. At Stage 3, learners continue to develop expertise in chosen disciplinary areas or pursue complementary fields of study or personal and professional interest across the programme.

Stage 4: Specialise Each discipline offers 35 ECTS at stage 4. All learners take the capstone Seminar and Dissertation module, which is worth 15 ECTS. To undertake a dissertation in a chose discipline, learners must have a prior minimum of 50 ECTS in that discipline. The seminar element of this modules allows learners to demonstrate advanced skills in oral communication and presentation. The dissertation allows learners to draw together their accumulated research and writing skills to produce a specialised thesis in their chosen discipline(s). For more information on the ‘Seminar and Dissertation’, see the relevant section below.

Rules around choosing electives The Arts and Humanities programmes are a combination of core (mandatory) and elective modules. In Stage 1, every module is core. In Stages 2, 3, and 4, every module is elective, except for the core Stage 4 ‘Seminar and Dissertation’ module. Some modules have restricted entry or have pre-requisites and co-requisites. The rules around elective choices are governed by the requirement that by the end of Stage 4, all learners must have accumulated 80 ECTS in at

least one discipline area. BA (Hons) in Arts and Humanities (Level 8)

Every student must accumulate at least 80 ECTS in at least one core discipline area by the end of Stage 4. This is called a major. Students who accumulate at least 80 ECTS in two disciplines attain a double major. They can choose any combination of electives after Stage 1 to achieve this target. BA in Arts and Humanities (level 7)

12

Every student must accumulate at least 45 ECTS in at least one core discipline. This will allow learners who progress to Stage 4 of the BA (Hons) in Arts and Humanities to attain a major or double major. They can choose any combination of electives after Stage 1 to achieve this target. Note: Modules may not run if they do not have sufficient numbers to render them viable.

Stage 1

Learners take two modules in each of the five core disciplines across two semesters. They also take a module in Academic and Digital Skills and the ‘Arts and Humanities Seminar’ module. Each module is worth 5 ECTS.

Stage Core Disciplines Semester 1 Semester 2

1 (60 ECTS)

English, Creative Arts and Media History Philosophy Psychology Theology Common modules: Academic and Digital Skills Arts and Humanities Seminar

5 ECTS 5 ECTS 5 ECTS 5 ECTS 5 ECTS 5 ECTS

5 ECTS 5 ECTS 5 ECTS 5 ECTS 5 ECTS 5 ECTS

Stage 2

Learners must take a minimum of 15 ECTS (three modules) over two semesters in at least one discipline. This will be the core discipline in which they will major. They can choose up to 20 ECTS if they wish in a major discipline. The remaining ECTS can be distributed any way they like.

Stage Core Major Discipline Electives

2 (60 ECTS) Minimum 15 ECTS Up to 45 ECTS

Stage 3

Learners must take a minimum of 20 ECTS (four modules) over two semesters in chosen major discipline(s). The remaining ECTS can be distributed any way they like. They can choose up to 35 ECTS in they wish in a major discipline. For students who are pursuing a major in two disciplines, they should probably aim to have accumulated at least 55 ECTS in both disciplines by the end of Stage 3.


3 (60 ECTS) Minimum 20 ECTS Up to 40 ECTS

Stage 4 (BA (Hons) in Arts and Humanities only)

By the end of Stage 3, learners will have accumulated at a minimum 45 ECTS in at least one discipline. In Stage 4, they make up the remainder of ECTS over two semesters to ensure they have attained a major (80 ECTS) in at least one discipline. They can choose up to 35 ECTS in they wish in a major discipline.


4 (60 ECTS) Minimum number of ECTS to reach 80 in your Major discipline

Remaining ECTS can be spread across other disciplines

Note: it is not mathematically possible to accumulate 80 ECTS in three disciplines.

13

Modules with pre-requisites and co-requisites Some modules on the Arts and Humanities programmes have pre-requisite and co-requisite modules. Learners who wish to take ‘Catechetic and Placement’ should pay close attention to the pre-requites and co-requisites, as failure to do so will mean they will not take modules required by the Teaching Council for the purposes of teaching Religion. Academic Advisors in particular should familiarise themselves with the pre-requisites and co-requisites.

List 1. Modules with pre-requisites

Stage 2

Discipline Module title Pre-requisite module

Theology Prophetic Literature of the Old Testament (Stage 2 Semester 2)

Biblical Studies (Stage 2 Semester 1)

Stage 3

Discipline Module title Pre-requisite modules


Drama and Performance 2 (Stage 3, Semester 1)

Drama and Performance 1 (Stage 2, Semester 2)

History Ireland: Insurrection to Independence, 1891-1923 (Stage 3, Semester 1)

Re-imagining Modern Ireland 1700-1850 (Stage 2, Semester 1) Re-imagining Modern Ireland 1850-2000 (Stage 2, Semester 2)

History History: Memory and Commemoration (Stage 3, Semester 2)

Re-imagining Modern Ireland 1700-1850 (Stage 2, Semester 1) and Re-imagining Modern Ireland 1850-2000 (Stage 2, Semester 2) OR

Revolutions in the Transatlantic World (Stage 2, Semester 1) and Nation States and Global Conflict (Stage 2, Semester 2)

History Ireland, Politics and Society 1923-1980 (Stage 3, Semester 2)

Ireland: Insurrection to Independence 1891-1923 (Stage 3, Semester 1)

History The Rise of Fascism (Stage 3, Semester 2)

World War One: The Fall of Empires (Stage 3, Semester 1)

Psychology Cognitive Psychology: Sensation, Perception and Memory (Stage 3, Semester 1)

Child Developmental Psychology (Stage 2, Semester 1) Educational Psychology (Stage 2, Semester 2)

Psychology Cognitive Psychology: Consciousness, Memory and Language (Stage 3, Semes.2)

Cognitive Psychology: Sensation, Perception and Memory (Stage 3, Semester 1)

Theology Synoptic Gospels (Stage 3, Semester 2)

Biblical Studies (Stage 2 Semester 1) Prophetic Literature of the Old Testament (Stage 2 Semester 2)

Stage 4

Discipline Module title Pre-requisite modules


Media Studies: Film 2 (Stage 4, Semester 1)

Media Studies: Film 1 (Stage 3, Semester 2)


Creating Drama: From Theory to Practice 2 (Stage 4, Semester 2)

Creating Drama: From Theory to Practice 1 (Stage 4, Semester 1)

History ‘The Troubles’, from Conflict to Conciliation (1968-1998)

Re-imagining Modern Ireland 1850-2000 (Stage 2, Semester 2)

14

(Stage 4, Semester 1) Ireland: Insurrection to Independence 1891-1923 (Stage 3, Semester 1) Ireland: Politics and Society 1923-1970 (Stage 3, Semester 2)

History Irish Elections and Propaganda, 1918-1937 (Stage 4, Semester 2)

Ireland: Insurrection to Independence, 1891-1923 (Stage 3, Semester 1)

History Europe and the United States in the Post-War World, 1945-2000 (Stage 4, Semester 1)

Nation States and Global Conflict, 1877-1945 (Stage 2, Semester 2)

History Nazi Germany and the Holocaust (Stage 4, Semester 2)

History of Antisemitism to 1933 (Stage 4, Semester 1)

Philosophy Philosophy and Psychoanalytic Theory 2: (Stage 4, Semester 2)

Philosophy and Psychoanalytic Theory 1 (Stage 4, Semester 1)

Theology Johannine Writings (Stage 4, Semester 2)

Synoptic Gospels (Stage 3, Semester 2)

List 2. Catechetics and Teaching Placement Minimum Mandatory Modules To take these modules at Stages 3 and 4, the following modules are mandatory:

Stage and Module Pre-requisite Co-requisite

STAGE 3 Catechetics and Teaching Placement 1: Primary

Introduction to Theology (Stage 1, Semester 1) Theological Themes in World Literature, Cinema and Music (Stage 1, Semester 2) Biblical Studies (Stage 2 Semester 1) Christology: Encountering Jesus of Nazareth (Stage 2, Semester 1)

Political Philosophy and Secular Belief Systems (1 or 2) (Stage 3, Semester 1 or 2) Philosophy of Religion (Stage 3, Semester 2) World Religions (when available at Stage 3; Stage 3, Semester 2) EITHER:

Fundamental Moral Theology (Stage 3, Semester 1) OR

Applied Christian Ethics (Stage 4, Semester 1).

STAGE 4 Catechetics and Teaching Placement 2: Secondary

You must have taken all the required modules for the Stage 3 module plus any at least

another 10 ECTS of Stage 4 Theology modules. If you did not take World Religions at Stage 3, you must take it in Stage 4. If you did not take Fundamental Moral Theology at Stage 3, you must take Applied Christian Ethics in Stage 4.

Note for learners who are planning to attain 60 ECTS to qualify for the Teaching Council requirements in Religious Education: along with these mandatory modules listed above, you must also choose additional modules in Theology. The Catechetics and Placement modules cannot be counted as part of the required 60 ECTS.

15

Programme Documentation and Module Descriptors The entirety of the programme documentation that was submitted to QQI for validation in 2018 can be accessed through the Staff Gateway on the website or from the Administration Office. This documentation contains the complete set of Module Descriptors which are freely available to all programme staff. Below is a brief outline of each module.

Module Outlines

Stage 1 Modules

Module title Module synopsis

Stage 1 Semester 1 Skills

Academic and Digital Skills

This module develops the key academic and digital skills needed for the programme. The practical aspects of this module enables learners to explore effective learning strategies and improve their ability to use the library catalogue and digital resources to find, evaluate and use information appropriately. Module Co-ordinator: Lisa Fortune/Dr Morgan Buckley

Assessment: 100% Continuous Assessment

English, History, Philosophy, Psychology, Theology

The Virtues of Poetry: what poetry is and why it matters

This is a foundation module that introduces learners to a wide range of poetry. The module aims to inspire confidence in learners that when they encounter poems that they will be able to read them, comprehend them, and analyse them. Module Co-ordinator: Dr Derek Coyle


Toolkit for History (Introduction to Historical Enquiry I)

This module is designed to develop the practical skills needed to work successfully as a learner of history. By the end of the module learners should have assembled an essential ‘toolkit’ of skills along with the confidence to start using these tools themselves. Module Co-ordinator: Dr Ida Milne


Ancient Greek Philosophy

This module will acquaint the learner with the foundations of European philosophy and emphasise its importance in the history of ideas. Its aim is to introduce the learner to some of the key thinkers of the period and situate them in the context of the progression of ideas. Module Co-ordinator: Dr Noel Kavanagh Assessment: 100% CA

Psychology 1 The overall aim of this module is to introduce the learner to the breadth and scope of psychology through the Arts and Humanities Programme. The objectives rest in situating Psychology closely with the other mandatory disciplines. Module Co-ordinator: Dr Candice Condon Assessment: 40% CA & 60% Exam

Introduction to Theology

This module aims to provide a working knowledge of key terms and topics in Christian theology. This provides learners with the basis to develop the theological literacy needed to take part in cultural and religious discussions and to pursue personal questions about faith and practice in contemporary culture. Module Co-ordinator: Michael Sherman Assessment: 20% CA & 80% Exam

Stage 1 Semester 2 Skills

Arts and Humanities Seminar

The aim of this module is to help learners understand how disciplinary frameworks shape the manner in which topics and themes are addressed within a discipline; to show learners the interdisciplinary

16

potential and possibilities of a humanities’ enquiry and to enable learners to make informed choices about the disciplines they might pursue through their degree. Module Co-ordinator: Programme Director / Dr Anthony McGrath Assessment: 100% CA

English, History, Philosophy, Psychology, Theology

Introduction to Fiction: Novel and the Short story

This module aims to introduce learners to the cultural and historical contexts in which the novel and short story forms emerged and evolved. It will outline and explore a range of definitions and theories of fiction and evaluate how these concepts apply to classic texts from Russia, America, Britain, and Ireland. Module Co-ordinator: Dr Simon Workman

Assessment: 40% Continuous Assessment; 60% Exam

Re-Imagining Ireland, 1500-1700

This module will guide learners through the history of Ireland in the sixteenth and seventeenth centuries and offer a sense of how life was lived in early modern Ireland. It locates the Irish experience within wider European and global experiences and allow the learners to reflect on the meaning and significance of economic, social, cultural, political and religious life on the island from 1500 to 1700. Module Co-ordinator: Dr Regina Donlon Assessment: 40% Continuous Assessment; 60% Exam

Medieval Philosophy This module acquaints the learner with medieval philosophy and its importance to the development of the history of ideas at this time. The module identifies the importance of the role of philosophy in the elaboration and development of, in particular, Christian thinking and set it in the context of the historical, social and religious events of the time period. Module Co-ordinator: Dr Noel Kavanagh Assessment: 30% CA & 70% Exam

Psychology 2 This module aims to introduce the learner to the discipline of Psychology, which is the science of mind and behaviour. It is set out in sections comprising an overview of Evolutionary Psychology, plus an introduction to Cognitive, Social, and Forensic Psychology. Module Co-ordinator: Dr Candice Condon Assessment: 100% CA

Theological Themes in World Literature, Cinema and Music

This module aims to enable learners to explore and identify theological themes in world literature, cinema, and music. Learners should attain the ability to reflect theologically upon the arts and evaluate implicit and explicit religious content as it pertains to the Christian economy of salvation in various art forms. Module Co-ordinator: Michael Sherman Assessment: 100% CA

Stage 2 modules

Stage 2 Semester 1 English, Creative Arts and Media Studies

Theatre of the European Renaissance

The objective of this module is to help learners to develop an in-depth understanding of drama and theatre in the period of the European Renaissance, with particular reference to the development of the theatre in England, and to the plays of William Shakespeare. Module Co-ordinator: Dr James Heaney Assessment: 100% CA

Creative Writing: Poetry

This module aims to develop in learners the skillset required to analyse and appreciate the achievements of contemporary poets. The module challenges its participants to demonstrate their belief in the art by devoting time and resources to acquiring the techniques and skills required to produce their own original body of work. Module Co-ordinator: Dr Derek Coyle

17

Assessment: 20% CA, 50% Portfolio & 30% Exam

History


This module will guide learners through the key developments in the history of Ireland from the beginning of the eighteenth century through to the Great Famine. It will encourage learners to examine critically the major events and figures that have played a prominent part in the island’s history at this time. Module Co-ordinator: Dr Regina Donlon Assessment: 40% Continuous Assessment; 60% Exam

Revolutions in the Transatlantic World, 1763-1877

Learners on this module will examines the causes of revolutions in Europe and across the transatlantic world. Learners will analyse the competition for power in the New World, and the distribution of territories amongst old European powers. Module Co-ordinator: Dr Ida Milne/Dr Eric Derr Assessment: 100% Continuous Assessment

Philosophy

General Ethics: Guiding Rules

This module aims to introduce learners to the principles, concepts and problems of rule based ethical theories through a critical analysis of Kantian and Utilitarian moral theory. It will present learners with fundamental frameworks by which to analyse social, moral and political phenomena, as well as developing learner capacity for critical thinking. Module Co-ordinator: Dr Sarah Otten Assessment: 30% CA & 70% Exam

Modern Philosophy 1600-1800: From Rationalism to the Enlightenment

The aim of this module is to provide the learner with an historical overview of the period of European Philosophy from the 1500s-1800s. The module is set in the context of the development of cultural ideas of the new sciences, rationalism, empiricism and scepticism. Module Co-ordinator: Dr Noel Kavanagh Assessment: 100% CA

Psychology

Child Developmental Psychology

The aim of this module is to demonstrate the development of the child from conception to early adulthood. The objectives rest in showing the learner how the child was viewed across history in the microcosm of the home and immediate family, the mesosystem of schools, church and community, and the macro system of culture, religion, economics and education.

Module Co-ordinator: Dr Claire Cullen Assessment: 60% CA & 40% Exam

Organisational Psychology

The objectives are to introduce the learner to structural elements of organisations, organisational perspectives, communication in organisations, how to deal with organisational stress, and concepts such as leaders and followers, gender, motivation and technology in the workplace. Module Co-ordinator: Dr Candice Condon Assessment: 40% CA & 60% Exam

Theology

Christology: Encountering Jesus of Nazareth

The aim of this module is to provide an introduction to the critical issues and theoretical frameworks for understanding how one encounters Jesus of Nazareth. It will explore contemporary debates and methods of historical enquiry as they emerge in the various quests for the historical Jesus. Module Co-ordinator: Michael Sherman Assessment: 100% CA

Biblical Studies The aim of this module is provide the learner with an historical overview of the biblical world from Abraham to the end of the first century of the Christian era. The learner will have a hands-on ability to work with sections of the Bible and biblical authors, and make the learner aware of how great a role scripture plays in theology.

18

Module Co-ordinator: Fr Sean Maher Assessment: 30% CA & 70% Exam

Stage 2 Semester 2 English, Creative Arts and Media Studies

Contemporary Irish Writing

Learners on this module examine a selection of Irish novels and short stories written or published (approximately) in the last twenty years. Learners will consider how recent Irish writing has represented the effects of globalisation; Irish Immigration/Emigration and its consequences; the politics of sexuality and gender; ecology, suburbanisation and the ghost estate; the rise and fall of the Celtic Tiger. Module Co-ordinator: Dr Eoghan Smith/Dr Simon Workman Assessment: 40% Continuous Assessment; 60% Exam


This module aims to introduce the principles and practice of drama and performance. Starting with basic technical exercises, it will increase the learners’ confidence and skill base in dramatic performance while at the same time giving an understanding of the historical and theoretical underpinnings of drama as a performance art. Module Co-ordinator: Gerry Morgan Assessment: 100% CA

History


This module will guide learners through the key developments in the history of Ireland from the mid-nineteenth century through to the end of the twentieth century. It will locate the Irish experience within wider European and global experiences and allow the learners to reflect on the meaning and significance of economic, social, cultural, political and religious life on the island from 1850 to 2000. Module Co-ordinator: Dr Regina Donlon Assessment: 40% Continuous Assessment; 60% Exam

Nation States and Global Conflict, 1877-1945

This module covers an era that became dominated by conflicting concepts of national self-determination which sparked war and eventually led to a move in Western Europe towards unity. The module will allow learners to assess the impact of political ideologies and conflicts on society and advance the learners’ understanding of the modern history of Europe and the Americas. Module Co-ordinator: Dr Ida Milne/Dr Eric Derr Assessment: 50% Continuous Assessment; 50% Exam

Philosophy

General Ethics 2: The Good Life

This module aims to introduce learners to the principles, concepts and problems of ethical theories based on the pursuit of a well lived human life. In particular, it will examine Aristotelian Virtue Ethics and the more recent Care Ethics theories, and present learners with fundamental frameworks by which to analyse social, moral and political phenomena. Module Co-ordinator: Dr Sarah Otten Assessment: 100% CA

Modern Philosophy 1800 - 1960: From Romanticism to Existentialism

The aim of this module is to provide the learner with an historical overview of the period of European Philosophy from the 1800’s to the 1960’s. The module centres on the theme of the developing concept of self from German Romantic engagements to early forms of existentialist thinking.

Module Co-ordinator: Dr Noel Kavanagh Assessment: 30% CA & 70% Exam

Psychology

Educational Psychology The aim of this module is to demonstrate the contribution of psychology to educational practice. The objective is to introduce the learner to research on classroom behaviour and management, pupil-teacher relationships, pupil motivation, learner readiness, individual differences and difficulties pupils may experience such as reading and writing disorders.

19

Module Co-ordinator: Dr Claire Cullen Assessment: 30% CA & 70% Exam

Social Psychology The objectives of this module are to introduce the learner to the ways we think about our social worlds, how we read and try to make sense of other people, to understand the functions of attitudes and behaviours, to recognise the effects of prejudice and discrimination and to appreciate concepts such as prosocial behaviour, aggression, conformity and obedience. Module Co-ordinator: Dr Candice Condon Assessment: 70% CA & 30% Exam

Theology

Christian Anthropology: The Human Question

The aim of this module is to explore what it means to be human through the lens of Christian theology. The module will examine the development of the doctrines of creation, grace, original sin, death, and redemption in Christian theology.

Module Co-ordinator: Michael Sherman Assessment: 40% CA & 60% Exam

Prophetic Literature of the Old Testament

This module gives students knowledge and appreciation of the phenomenon of prophecy, its background and its various manifestations in Israel and in the Ancient Near East. Students will become familiar with the ministries of the individual prophets, their significance and their message. Module Co-ordinator: Rev Fearghus Ó Fearghail Assessment: 40% CA & 60% Exam

Stage 3 modules

Stage 3 Semester 1


Gothic Fiction This module offers an opportunity to read classics of Gothic literature and its related forms, including horror, and to study contemporary varieties of Gothic found in popular literature and culture, urban fantasy, paranormal romance and dark fantasy. Module Co-ordinator: Dr Eoghan Smith Assessment: 30% Continuous Assessment; 70% Exam

American Literature: Twentieth Century US Literature

The module aims to chart the development of US literature through seminal novels and poems and the evolution of these forms through periods of literary modernism, post-World War Two writing and postmodernism. Module Co-ordinator: Dr Simon Workman Assessment: 100% Continuous Assessment


Not available in 2018-

19

The module aims to further introduce the principles and practice of drama and performance. Starting with basic technical exercises, it will increase the learners’ confidence and skill base in dramatic performance while at the same time giving an understanding of the historical and theoretical underpinnings of drama as a performance art.

Module Co-ordinator: Gerry Morgan Assessment: 100% CA

Media and Communications

This module explores the relation between Communication and how meaning is produced and operates in a mediated society. Learners will be introduced to the major theories of mediated communication and examine the implications for democracy of mass media technologies and communications networks in contemporary society. Module Co-ordinator: Dr Orla Ryan Assessment: 100% CA

History

20

Ireland: Insurrection to Independence, 1891-1923

This module asks was there an Irish revolution? If so, what kind of revolution was it? What motivated those who sought and conducted insurrections and war? What were the ramifications for nationalists, unionists, society and modern Irish politics? Alongside using secondary sources, learners will draw on newly released online archival material (including witness statements and pension records) and local and national newspapers to analyse the impact of these events on Irish society and politics. Module Co-ordinator: Dr Elaine Callinan Assessment: 40% CA and 60% Project

World War One: The Fall of Empires

This module aims to give learners an understanding of the course of World War One and the reasons for

the downfall of four empires. It seeks to explain the political, military and social circumstances which led

to defeat and revolutionary aftermath.

Module Co-ordinator: Dr Ida Milne Assessment: 100% CA

Migrations in Irish History, 1700-

present

To be offered in 2019-

20

* Cyclical with Violence, Law and Order in Modern Irish history at Stages 3 and 4

This module enables learners to understand the historical development and place of migration in the social and cultural life of Ireland from the eighteenth century to the present day. Module Co-ordinator: Dr Regina Donlon Assessment: 40% CA and 60% Exam

Violence, Law and Order in Modern Irish

history

offered in 2018-19

Cyclical with Migrations in Irish History, 1700-present at Stages 3 and 4

This module will enable learners to understand the historical development and place of violence in the social and cultural life of modern Ireland. They can examine reactions to violent activity and, in particular, the part played by the courts and the law in the control of violence within both elite and popular cultures. Module Co-ordinator: Dr Regina Donlon Assessment: 40% CA and 60% Exam

Philosophy

Political Philosophy and Secular Belief Systems 1: From City State to Contractarianism

This module aims to provide the learner with an overview of the central issues within Political Philosophy and Secular Belief Systems through a critical survey of the major theorists in the western political tradition. The key focus of the module is to trace the development of European political philosophy from its early Greek origins through to the defining period of Social Contract theory.

Module Co-ordinator: Dr Sarah Otten Assessment: 100% CA

Existentialism: Philosophy and Literature

The aim of the module is to survey canonical philosophers and texts of twentieth-century existentialism and its major precursors. The module traces Existentialist themes (such as authenticity, freedom, anxiety, death) in later twentieth-century works of philosophy and literature. Module Co-ordinator: Dr Anthony McGrath Assessment: 30% CA & 70% Exam

Feminist Political Thought 1: Liberalism

and Marxism


20

This module aims to provide the learner with an overview of the central issues within the History of Feminist Political Thought, particularly in relation to Liberal and Marxist feminist political theory. It develops the learner’s critical and analytical skill through the reading and analysis of core texts from these two feminist traditions. Module Co-ordinator: Dr Sarah Otten Assessment: 100% CA

21

Cyclical with Humans and Other Animals 1 at Stages 3 and 4

Humans and Other Animals 1: Animal Being and the

Continental Tradition

offered in 2018-19

Cyclical with Feminist Political Thought 1: Liberalism and Marxism at Stages 3 and 4

Over the past three decades we have seen the emergence of new challenges to the traditional views of the status of the non-human animal. The module will highlight the emergence of this new thinking in this tradition and the question of the animal in our time. Module Co-ordinator: Dr Noel Kavanagh Assessment: 100% CA

Psychology

Cognitive Psychology: Sensation, Perception and Memory

The overall aims of this module are to introduce the learner to how we attend to and gain information about the world, how that information is stored, and processed by the human brain, and how we solve problems, think, and formulate language. Module Co-ordinator: Dr Claire Cullen Assessment: 100% CA

Abnormal Psychology The aim of this module is to provide the learner with an appreciation and understanding of human behaviours that impair a person’s ability to function in daily life. An objective is to introduce the learner to personality and intelligence tests, interviews, patient observations and written case studies. Module Co-ordinator: Dr Candice Condon Assessment: 50% CA & 50% Exam

Community Psychology

This module will give learners an understanding of the psychological approaches utilised in community psychology research, and make them aware of the role of research in informing both theory and practice. Throughout the course, the learner will consider the various types of research methods (experimental, correlational, etc.) and the ethical considerations employed within community psychology. Module Co-ordinator: Dr Candice Condon Assessment: 100% CA


Ecclesiology: Apostolic Church Today

This module aims to provide a basic knowledge of key concepts in ecclesiology while exploring the links between ecclesiology and the other theological disciplines. The module will introduce the learner to key ecclesiological themes in light of the Second Vatican Council. Module Co-ordinator: NOT RUNNING IN 2018/19 Assessment: 30% CA & 70% Exam

Fundamental Moral Theology

The aim of this module is to examine and explore fundamental principles of moral theology. Learners will study topics including: the role of scripture in moral theology, the development of conscience, catholic social teaching, and issues of social justice. Module Co-ordinator: Michael Sherman Assessment: 50% CA & 50% Exam

The Synoptic Gospels In this module, the learner will gain knowledge of the ministry of Jesus, its background and the formation of the Gospel Tradition. Learners will gain an appreciation of the literary composition of the individual gospels of Matthew, Mark and Luke and an awareness of the literary styles of the various writers and of the main theories on the relationship between the synoptic gospels. Module Co-ordinator: NOT RUNNING IN 2018/19

22

Assessment: 20% CA & 80% Exam

Catechetics and Teaching Placement 1: Primary (10 ECTS Semester 1 and 2)

This module will equip learners for the rapidly-changing 21st century workplace through a supported and supervised teaching placement. It aims to provide knowledge of Christian Religious Education for the Primary School. Module Co-ordinator: Mary Dooley Assessment: 100% CA

Stage 3 Semester 2


Modernism and Modernity: The Achievements of High Modernism

This module offers learners the opportunity to study and appreciate the achievements of major modernist authors such as James Joyce and T.S. Eliot. Module Co-ordinator: Dr Derek Coyle Assessment: 40% CA & 60% Exam

Creative Writing: Advanced Poetry

This module aims to train learners to recognise and evaluate the characteristics of great or strong poetry through exposure to, and critical meditation upon, fine examples drawn from contemporary national and international practice. In the course learners will create a body of work that demonstrates, through modelling, a sophisticated understanding of the features of the art of poetry in our time. Module Co-ordinator: Dr Derek Coyle Assessment: 20% CA; 50% Project; 30% Exam

Media Studies: Film 1 This module aims to give learners a comprehensive understanding of the cultural significance of cinema in the 20th century exploring its technological arrival and its industrial significance in the wider context of modernity and modernization. Module Co-ordinator: Dr Orla Ryan Assessment: 100% CA

History

Ireland, Politics and Society 1923-1980

This module will identify the core issues and debates at the heart of Irish life in this era using a variety of theoretical studies and practical research methods to analyse politics and society in Ireland. Module Co-ordinator: Dr Elaine Callinan Assessment: 100% CA

History: Memory and

Commemoration

offered in 2018-19

Cyclical with Local History Project at Stages 3 and 4

Enable learners to engage in fruitful discussion about memory and commemoration of the past from both a theoretical and practical perspective.

Module Co-ordinator: Dr Elaine Callinan Assessment: 50% CA & 50% Project

Local History Project


20

Cyclical with History: Memory and Commemoration at Stages 3 and 4

This module sets out to provide learners with a methodological approach to the research and writing of local history. It introduces learners to a wide range of archival and other sources, provides them with the skills to make appropriate use of these sources and familiarises them with research methodologies. Module Co-ordinator: Dr Margaret Murphy Assessment: 30% CA & 70% Project

The Politics of the Great Irish Famine

This module aims to present the history of the Famine with an emphasis on how and why politicians and others in the public sphere reacted as they did. The module seeks to explain how a tragedy of this magnitude occurred. Module Co-ordinator: Dr Regina Donlon

23

Assessment: 100% CA

The Rise of Fascism

This module examines the rise of fascism in Europe after World War One. It aims to present learners with a grounded knowledge of Mussolini, Hitler and their respective movements. The course aims to offer an interpretation of fascistic movements and to explain why fascism was successful between the wars in Italy, Germany, Spain and other central European countries. Module Co-ordinator: Dr Ida Milne Assessment: 50% CA & 50% Exam

Philosophy

Political Philosophy and Secular Belief Systems 2: From enlightenment to Communitarianism

This module traces the development of European political philosophy from the defining period of Social Contract theory and the various communitarian responses to it from Hegel to contemporary autonomous Marxism. Module Co-ordinator: Dr Noel Kavanagh Assessment: 100% CA

Feminist Political Thought 2: From Radical to

Postmodern


20


This module aims to provide the learner with an overview of the central issues within the History of Feminist Political Thought, particularly in relation to Radical, Socialist and Postmodern feminist political theory.


Humans and Other Animals: Ethical

Questions

offered in 2018-19

Cyclical with Feminist Political Thought 2 at Stages 3 and 4

This module aims to provide the learner with an overview of the central concepts, different theories and modes of analysis in the area of animal ethics. It aims to develop the learner’s critical and analytic skills through the reading and analysis of core texts from the animal ethics field.


Human Rights: A Philosophical Approach

This module aims to introduce learners to the principles, concepts and problems of Human Rights theory. It develops skills of analysis, critical reflection and the ability to formulate independent arguments through close reading of primary texts and analysis of Human Rights’ dilemmas. Module Co-ordinator: Dr Sarah Otten Assessment: 100% CA

Philosophy of Religion This module will highlight the relationship between philosophy and religion during the period of the Enlightenment. Key figures of both periods will be used to elucidate the tensions and co-operations between these two traditions in this period.

Module Co-ordinator: Dr Anthony McGrath Assessment: 100% CA

Psychology

Cognitive Psychology: Consciousness, Memory and Language

The overall aims of this module are to further explore the themes in its co-requisite Semester 1 module, Cognitive Psychology: Sensation, Perception and Memory. Module Co-ordinator: Dr Candice Condon Assessment: 100% CA

24

Clinical Psychology

The aim of this module is to provide the learner with an appreciation and understanding of human behaviours that impair a person’s ability to function in daily life. One objective is to introduce the learner to personality and intelligence tests, interviews, patient observations and written case studies. Module Co-ordinator: Dr Claire Cullen Assessment: 100% CA

Research Methods in Psychology

This module will give learners an understanding of the psychological approaches utilised in community psychology research, and make them aware of the role of research in informing both theory and practice. Throughout the course, the learner will consider psychological research questions, how to conduct a literature review and the various types of research methods (experimental, correlational, etc.) and the ethical considerations employed within psychology. Module Co-ordinator: Dr Claire Cullen Assessment: 50% CA & 50% Exam

Cyber Psychology Module Co-ordinator: Dr Claire Cullen


Religions, Conflict and

Peace

Offered in 2018-19

Cyclical with World Religions at Stages 3 and 4

This module aims to enable the learner to grasp the politics involved in the interpretation of religious traditions and their correlation with issues of conflict and peace. It will develop the conceptual and practical skills needed to reinterpret the principles of secularity and religiosity to promote justice, peace and the integrity of the cosmos. Module Co-ordinator: Dr Jude Lal Fernando Assessment: 30% CA & 70% Exam

World Religions


20

Cyclical with Religions, Conflict and Peace at Stages 3 and 4

The module aims at developing the learner’s interpretative skills and cultivating insights into how to do Christian theology in today’s pluralist world. In that, the module will make the learner familiar with the key belief systems, worldviews, truth claims, rituals, scriptures, etc. of Buddhism, Hinduism, Islam and Judaism. Module Co-ordinator: Dr Jude Lal Fernando Assessment: 30% CA & 70% Exam

The God Question: An Understanding of God

for Today


20

Cyclical with Trinity: A God One and Three at Stages 3 and 4

This module aims to provide a critical knowledge of key concepts/themes in and around the question of God: such as, but not limited to, naming God, the problems of distinctions in God, equality and inequality in God and the implications of our understanding of these questions for the world today.

Module Co-ordinator: Rev Dr Dermot Ryan Assessment: 40% CA & 60% Exam

Trinity: A God One

and Three

Offered in 2018-19

This module aims to equip learners to develop an appropriate language and understanding of the Trinity. It aims to emphasise the importance in all theology of maintaining an awareness of the triune nature of God and the resultant impact this has on theology, faith and the Christian existence.


25

Cyclical with The God Question at Stages 3 and 4

Stage 4 modules

Stage 4 Semester 1

Common Module

Seminar and Dissertation

This module aims to enable the learner to develop conceptual and academic depth in research knowledge in chosen subject areas; and become competent in planning and undertaking research and in making recommendations for applying findings.

Module Co-ordinator: Dr Elaine Callinan Assessment: 30% CA & 70% Dissertation


Postmodern Literature

The module aims to chart the formal features and recurrent themes of key postmodern texts, while also outlining the varieties of postmodern writing, including: early and late postmodern fiction, postmodern feminist fiction, postmodern (metaphysical) detective fiction, and postmodern metahistorical fiction. Module Co-ordinator: Dr Simon Workman Assessment: 100% CA

Creative Writing: Fiction

The module aims to introduce learners to different writing disciplines and styles and encourage them to experiment with them. It will also require them to develop their skills as critics through the close reading of other writers work and their own and fellow learners writing and texts.

Module Co-ordinator: NOT RUNNING IN 2018/19 Assessment: 30% CA & 70% Portfolio

Creating Drama: From Theory to Practice 1

This module aims to introduce the principles and practice of creating for the theatre (mise-en-scène, writing or devising). Beginning with an overview of the history of the role of the director in theatre, it introduces the learner to innovators in twentieth and twenty-first century theatre from Artaud to Romeo Castelluci. Module Co-ordinator: NOT RUNNING IN 2018/19 Assessment: 100% CA


This module aims to give learners an informed understanding of theories within media studies and to situate the approaches to the study of film within the wider audio visual landscape. Module Co-ordinator: Dr Orla Ryan Assessment: 100% CA

History

‘The Troubles’, from Conflict to Conciliation (1968-1998)

The course examines differing political viewpoints such as those of Unionists, Nationalists, Republican, Marxists, and several others. Key events during this period will be studied such as the rise of the Northern Ireland Civil Rights Association (NICRA), Bloody Sunday, and Anglo-Irish peace processes and agreements. It examines the conflicting political and paramilitary ideologies and activities, and the evolution towards peace which culminated in the 1998 Good Friday agreement. Module Co-ordinator: Dr Elaine Callinan Assessment: 100% CA

Europe and the United States in the Post-War World, 1945-2000

The module examines Europe and the United States in the immediate aftermath of World War II and studies the conflicts of the Cold War from many perspectives. It analyses the emergence of European integration and concludes by considering the fall of communism and its consequences. The relationship between space, race and class across both continents will also be studied. Module Co-ordinator: Dr Ida Milne/Dr Eric Derr

26

Assessment: 100% CA

History of Antisemitism before 1933

The Module examines the fate of an immigrant community in Europe within a monolithic society and indicates how a majority can be led to target a minority. It seeks to explain why a very small minority population within Europe was the object of hostility by the majority population over more than two millennia. It endeavours to understand the combination of circumstances which led to continuous long term hostility towards the Jews. Module Co-ordinator: Dr Thomas Mc Grath Assessment: 100% CA

Migrations in Irish History, 1700-

present

To be offered in

2019-20

* Cyclical with Violence, Law and Order in Modern Irish history at Stages 3 and 4

This module enables learners to understand the historical development and place of migration in the social and cultural life of Ireland from the eighteenth century to the present day. Module Co-ordinator: Dr Regina Donlon Assessment: 40% CA & 60% Exam

Violence, Law and Order in Modern Irish

history

offered in 2018-19

Cyclical with Migrations in Irish History, 1700-present at Stages 3 and 4

This module will enable learners to understand the historical development and place of violence in the social and cultural life of modern Ireland. They can examine reactions to violent activity and, in particular, the part played by the courts and the law in the control of violence within both elite and popular cultures. Module Co-ordinator: Dr Regina Donlon Assessment: 40% CA & 60% Exam

Philosophy

Critical Theory 1: the Frankfurt School

This module aims to introduce learners to the history, principles, and concepts of Critical theory as developed by the Frankfurt School. It develops skills of analysis, critical reflection and the ability to formulate independent arguments through close reading of primary texts from the members of the Frankfurt School. Module Co-ordinator: Dr Sarah Otten Assessment: 100% CA

Feminist Political Thought 1: Liberalism

and Marxism

To be offered in

2019-20


This module aims to provide the learner with an overview of the central issues within the History of Feminist Political Thought, particularly in relation to Liberal and Marxist feminist political theory. It develops the learner’s critical and analytical skill through the reading and analysis of core texts from these two feminist traditions. Module Co-ordinator: Dr Sarah Otten Assessment: 100% CA

27

Humans and Other Animals 1: Animal Being and the Continental

Tradition

offered in 2018-19

Cyclical with Feminist Political Thought 1: Liberalism and Marxism at Stages 3 and 4

Over the past three decades we have seen the emergence of new challenges to the traditional views of the status of the non-human animal. The module will highlight the emergence of this new thinking in this tradition and the question of the animal in our time. . Module Co-ordinator: Dr Noel Kavanagh Assessment: 100% CA

Philosophy and Psychoanalytic Theory 1: Psychoanalytic Theory

Since the articulation of the psychoanalytic reading of the human condition, this thinking has had a broad application in the critical thinking of other disciplines, such as Philosophy. This module is intended to equip the learner with an understanding of the development of psychoanalytic thought.

Module Co-ordinator: Gerry Morgan Assessment: 100% CA

Philosophy, Law and Punishment

This module aims to develop learners’ capacity to apply theories, and analyse social and political institutions and phenomena in a rigorous fashion. In particular, it will present learners with the main controversies in the question of the proper relation of law to morality.

Module Co-ordinator: NOT RUNNING IN 2018/19 Assessment: 30% CA & 70% Exam

Psychology

Forensic Psychology The aim of this module is to give learners the opportunity to learn the applications of psychology to the legal system along with issues and problems that can arise. The objectives are to incorporate lectures, debates, case studies, experiments and discussion on the subject of legal processes, criminology, crime, offenders, and how punishment can fail and achieve change. Module Co-ordinator: Dr Candice Condon Assessment: 100% CA

Health Psychology

The objective of health psychology is to explain the psychological issues affecting the different aspects of the self (i.e., physical, achieving, social, and private self) associated with illness. Throughout the course, the learner will consider the relationship of individual difference variables, social factors, emotional factors, cognitive factors, perceived symptoms, and factors related to access to medical care to health behaviours.

Module Co-ordinator: NOT RUNNING IN 2018/19 Assessment: 100% CA

Advanced Social Psychology

Module Co-ordinator: NOT RUNNING IN 2018/19

Personality Psychology

Personality psychology is a very broad area of psychological study involving the observation of the concept of personality and how it differs among people. This area of psychology looks at the overall psychological makeup of people, the psychological differences among individuals and the similarities found within human nature.



28

Applied Christian Ethics

The aim of this module is to examine and explore key topics in applied Christian ethics. It will present learners with moral theories and case studies in order to develop further their skills of analysis and interpretation Module Co-ordinator: NOT RUNNING IN 2018/19 Assessment: 40% CA & 60% Exam

Sacramental Theology: Towards a more effective Celebration

This module will trace the emergence of the sacraments as expressions of the faith community and explore our understanding of how they function. Key elements will be identified which would help in the more effective celebration of the sacraments today. Module Co-ordinator: NOT RUNNING IN 2018/19 Assessment: 30% CA & 70% Exam

Catechetics and Teaching Placement 2: Post-Primary (10 ECTS Semester 1 and 2)

This module aims to build on the knowledge and experience of the pre-requisite module of Teaching Placement Primary 1. It provides the opportunity for learners to develop their ability to plan for different class levels and to develop their ability to manage a post primary class while recognising that this is the learner’s second teaching placement. Module Co-ordinator: Mary Dooley Assessment: 100% CA

Stage 4 Semester 2


Modern Drama in Performance

The objective of this module is to help learners develop a critically-informed and imaginative approach to the study of a number of key works of modern drama, as well as an in-depth understanding of some of the important features and characteristics of modern dramatic performance. Module Co-ordinator: Dr James Heaney Assessment: 100% CA

Postcolonial Writing This module allows learners to read key texts from Africa, the Caribbean and South-east Asia. Learners are encouraged to think about questions of identity, race and culture, the construction of gender in a colonial context, and the relationship between literature/cultural production and empire.

Module Co-ordinator: Dr Eoghan Smith Assessment: 30% CA & 70% Exam

Creating Drama: From Theory to Practice 2

This module furthers the themes explored in Creating Drama: From Theory to Practice 1. Module Co-ordinator: NOT RUNNING IN 2018/19 Assessment: 100% CA

History

Irish Elections and Propaganda, 1918-1937

This module will examine the key elections during the first few decades of independence to provide an in-depth understanding on how political parties were formed, how voting systems were created, how political parties and candidates propagandized their aims and objects, how the media influenced society and how voting patterns emerged. Contemporary writings, political speeches, propaganda campaigns and the media will be researched, along with an exploration of the historiography to analyse and interpret current understandings. Module Co-ordinator: Dr Elaine Callinan Assessment: 100% CA

Nazi Germany and the Holocaust

The course aims to examine the ‘world-view’ of the Nazis and to provide the learner with an in-depth introduction to the key historical, social, political and military events which resulted in the physical elimination of six million European Jews during World War Two. It will also consider the fate of other disapproved of minorities such as Roma and homosexuals in the Holocaust.

Module Co-ordinator: Dr Thomas Mc Grath Assessment: 50% CA & 50% Exam

29

History: Memory and

Commemoration

offered in 2018-19

Cyclical with Local History Project at Stages 3 and 4

Enable learners to engage in fruitful discussion about memory and commemoration of the past from both a theoretical and practical perspective.

Module Co-ordinator: Dr Elaine Callinan Assessment: 50% CA & 50% Project

Local History Project

To be offered in

2019-20

Cyclical with History: Memory and Commemoration at Stages 3 and 4

This module sets out to provide learners with a methodological approach to the research and writing of local history. It introduces learners to a wide range of archival and other sources, provides them with the skills to make appropriate use of these sources and familiarises them with research methodologies. Module Co-ordinator: Dr Margaret Murphy Assessment: 30% CA & 70% Project

Philosophy

Critical Theory: Language and Self: from Structuralism to Post- Structuralism and Deconstruction

This module aims to introduce learners to the key thinkers, concepts and ideas associated with French critical and cultural theory in the second semester. It will examine the role of language theory in relation to the increased decentring of the enlightenment humanist notion of the sovereign self, leading to post-structuralist and postmodern questionings of those assumptions of self and knowledge.

Module Co-ordinator: Dr Noel Kavanagh Assessment: 100% CA

Feminist Political Thought 2: From Radical to

Postmodern

To be offered in

2019-20


This module aims to provide the learner with an overview of the central issues within the History of Feminist Political Thought, particularly in relation to Radical, Socialist and Postmodern feminist political theory.


Humans and Other Animals: Ethical

Questions

offered in 2018-19

Cyclical with Feminist Political Thought 2 at Stages 3 and 4

This module aims to provide the learner with an overview of the central concepts, different theories and modes of analysis in the area of animal ethics. It aims to develop the learner’s critical and analytic skills through the reading and analysis of core texts from the animal ethics field.


Philosophy and Psychoanalytic Theory II: Existential, Phenomenological and Daseinsanalytical Explorations

This module aims to examine the major themes at work within Psychoanalytic thought and to explore those specific philosophical engagements with these central issues through the examination of key texts. Module Co-ordinator: Dr Noel Kavanagh Assessment: 100% CA

Psychology

30

Applied Criminal Psychology

The aim of this module is to give learners the opportunity to learn the applications of psychology associated with the legal system along with issues and problems that can arise when psychology is applied. The objectives are to incorporate lectures, debates, case studies, experiments and discussion to the learner on the subject of legal processes, criminology, crime, offenders, and how punishment can fail and achieve change. Module Co-ordinator: Dr Claire Cullen Assessment: 30% CA & 70% Exam

Counselling Psychology

This module aims to introduce the learner to diverse counselling theories and to the practices derived from them in a variety of settings. The course integrates three dimensions of counselling psychology: Personality theory and theories of counselling, Lifespan development and theories of counselling, Counselling skills and practice, including ethical and professional issues.


Positive Psychology Module Co-ordinator: NOT RUNNING IN 2018/19

Theology

Religions, Conflict

and Peace

Offered in 2018-19

Cyclical with World Religions at Stages 3 and 4

The module aims to enable the learner to grasp the politics involved in the interpretation of religious traditions and their correlation with issues of conflict and peace. It will develop the conceptual and practical skills needed to reinterpret the principles of secularity and religiosity to promote justice, peace and the integrity of the cosmos. Module Co-ordinator: Dr Jude Lal Fernando Assessment: 30% CA & 70% Exam

World Religions

To be offered in

2019-20

Cyclical with Religions, Conflict and Peace at Stages 3 and 4

The module aims at developing the learner’s interpretative skills and cultivating insights into how to do Christian theology in today’s pluralist world. In that, the module will make the learner familiar with the key belief systems, worldviews, truth claims, rituals, scriptures, etc. of Buddhism, Hinduism, Islam and Judaism. Module Co-ordinator: Dr Jude Lal Fernando Assessment: 30% CA & 70% Exam

The God Question: An Understanding of

God for Today

To be offered in

2019-20

Cyclical with Trinity: A God One and Three at Stages 3 and 4

This module aims to provide a critical knowledge of key concepts/themes in and around the question of God: such as, but not limited to, naming God, the problems of distinctions in God, equality and inequality in God and the implications of our understanding of these questions for the world today.


Trinity: A God One

and Three

Offered in 2018-19

Cyclical with The God Question at Stages 3 and 4

This module aims to equip learners to develop an appropriate language and understanding of the Trinity. It aims to emphasise the importance in all theology of maintaining an awareness of the triune nature of God and the resultant impact this has on theology, faith and the Christian existence.


Johannine Writings Learners taking this module will specialise in knowledge of the social and religious background of the Johannine corpus of writing. Module Co-ordinator: Rev Fearghus Ó Fearghail Assessment: 40% CA & 60% Exam

Teaching, Learning and Assessment

Programme Teaching, Learning and Assessment Strategy The programme’s teaching and learning strategy is grounded in the achievement of the College Graduate Attributes and is guided by the objectives of the Carlow College Teaching, Learning and Assessment Strategy 2018-2023. These are:

Promote deep learning

Support Inclusive Teaching

Provide Opportunities for Collaborative Learning

Encourage research-informed teaching and enquiry-based learning

Provide opportunities for learning outside the classroom and in the workplace

Encourage lecturers to seek regular feedback on teaching effectiveness to facilitate informed change and development.

Objective How it is Achieved

Promote deep learning

Module teaching strategies include:

group work activities,

enquiry/problem-based learning,

flipped class rooms

learner-led discussions

tutorial and small group teaching

strategies to ensure that material is understood

linking of material to real world situations

Support Inclusive Teaching

Lecturers ensure

That material is presented in a variety of ways

That class activities include options for all learners

That full use is made of the VLE

That they liaise with Learner Services and Academic Resource Office

Provide Opportunities for Collaborative Learning


Opportunities for group work inside and outside the classroom.

Opportunities for learners to share and compare information and experiences

Opportunities for learner participation on the VLE and through blogs, WIKIs etc.

Opportunities for learners to negotiate class structure, material and assessment instruments

Encourage research-informed teaching and enquiry-based learning

This is achieved by the following:

Many lecturers are research informed and research active and incorporate cutting-edge research in their modules

Modules are linked with lecturers’ research and publication where possible

Modules introduce learners to the skills and methodologies of research through enquiry/problem-based learning approaches.

The Stage 4 capstone gives learners the opportunity to use their skills to produce a research-based dissertation.

Provide opportunities for learning outside the classroom and in the workplace


Fieldtrips to places of relevance, such as places of worship, theatres, museums

32

Work placement opportunity for learners taking Catechetics and Teaching Placement

Links with community events

Opportunities for learners to attend and participate in seminars and conferences

Encourage lecturers to seek regular feedback on teaching effectiveness to facilitate informed change and development

Lecturers use the following strategies

In-class techniques to provide just-in-time feedback about the teaching-learning process (e.g. muddiest point, minute paper)

Teaching effectiveness questionnaires

Peer-observation

Teaching Code of Conduct Carlow College, St. Patrick’s has a Teaching Code of Conduct. For further details, see the College Quality Assurance Policy, pp. 188-189: https://www.carlowcollege.ie/wp-content/uploads/2018/08/QualityAssurancePolicyAppendices.pdf

Duration of Semesters and Academic Calendar Each stage is made up of two semesters of 20 weeks’ duration. Teaching comprises lectures, tutorials, workshops etc. which are delivered for twelve weeks of each semester. The remaining weeks of the semester are taken up with assessment, reading weeks and feedback. Lectures in the second Semester start on 21 January and will end around the usual time. There are two exams sittings, one in December and one in May. There are also Christmas and Easter breaks. See the College Calendar on the college website for the full schedule of each semester.

Lectures The standard teaching unit on the programme is a lecture. Lectures typically occur within two hour blocks. There should be a 10-15-minute break in the middle of the scheduled time. As lecture halls are in continuous use on the hour, lectures should finish in good time before the commencement of the next class.

Tutorials Tutorials begin in Week 4 of Semester 1 and Week 2 of Semester 2. Each tutorial group meets four times over eight weeks, once every two weeks. Every module at Stage 1 and 2 is supported by tutorial provision. The maximum number of learners in any tutorial should not typically exceed 20. Tutorials are scheduled by the Academic Administration and are listed on the college timetable. There are no tutorials at Stages 3 and 4.

Assessment Assessment at Carlow College, St. Patrick’s is guided by the policy documents, Carlow College Teaching, Learning and

Assessment Strategy 2018-2023 and Carlow College Regulations in Relation to Assessment and Standards (2018). These documents can be accessed through the Useful Quick Links section below.

https://www.carlowcollege.ie/wp-content/uploads/2018/08/QualityAssurancePolicyAppendices.pdf

33

Please note that the weighting of different assessment components may have changed from the descriptors originally submitted, so it is important to check the final versions. The scheduling of continuous assessments has been determined by Programme Directors and is outlined in assessment schedules for each programme and stage. Please

do not change the weighting or scheduling of your assessments. At the end of each semester, assessment will be reviewed by the programme boards and changes may be made for the next academic year. Note: All written assessments must be submitted through Turnitin via the module Moodle page.

Submission of Assessment Details to Academic Administration

Continuous Assessments

Titles, instructions and marking criteria for continuous assessment (essays, mini-assignments, tutorial assignments, etc.) components should ideally be available at the start of teaching (Week of 10 September). This information must be communicated to students, to the Programme Director and to the Admin Office. Most written pieces will be submitted electronically using Turnitin. You should set up the relevant links on your Moodle pages at the beginning of the semester. Students are not required to submit a hard copy of these assessments. If you have a written assessment which you wish to have submitted in hard copy format (e.g. journal, mindmap etc.) please discuss this with your Programme Director and the Admin Office. Please note that the submission of assessment details is important for Administration records, programme monitoring (including external examination) and future programme reviews.

Exam Questions

If you have an exam scheduled in December, exam papers must be set before the mid-term break (26 October). The Programme Director will request your papers in early October.

Assessment Schedule 2018-2019 The scheduling of assessments on the Arts and Humanities programmes is guided by the principles that learners have in so far as possible a fair and balanced workload; that it is part of a fair and balanced staff workload; that the assessment schedule is appropriate to and enables the achievement of module, stage and programme outcomes; and that it is administratively sensible and achievable. The structure of the Arts and Humanities programmes at Stage 1, where every module is core (mandatory), ensures that the assessment schedule can be structured to allow a balanced workload at regular intervals for each learner. However, at Stages 2, 3 and 4 it is not possible to construct the assessment schedule in such a way as to account for every possible combination of electives that learners might choose. Therefore, learners may choose a combination of electives that will give them an assessment schedule that is considerably different to their peers. A further consideration is that many of the modules on the Arts and Humanities programmes are shared with other College programmes. Consequently, the assessment schedule is always a balancing act between a number of interests. The scheduling of continuous assessments has been determined by Programme Directors working on a cross-programme basis with the Office of the Registrar. Please do not change the scheduling of assessments. If you feel there is a very strong case for change, please contact the Programme Director and the Administration at the earliest opportunity. Please do not change the weighting of your assessments. If you are unsure about the correct weighting of your assessment, please consult the official Module Descriptors that were validated by QQI, which are available via the Staff Gateway or via the Administration Office.

34

At the end of each semester, assessment will be reviewed by the programme boards and changes may be made for the next academic year. Please see the ‘Useful Links’ section below for a link to the Assessment Schedule for 2018-2019.

Written Assessment Style Guide The Arts and Humanities programmes require learners to submit written work according to the MHRA style guide. See: http://www.mhra.org.uk/pdf/MHRA-Style-Guide-3rd-Edn.pdf The Student Handbook contains a short guide for presentation of written work and students should be reminded to look at this when preparing assignments.

Grading Assessments Every assessment on the programme should marked in accordance with a marking criteria. Marking rubrics should be made available to learners via Moodle so that there is transparency in grading and so that learners can act meaningfully upon feedback to improve their learning. The following types of assessments at Carlow College, St. Patrick’s have standardised marking criteria:

Written assignments of any length

Dissertations oral presentations

Dissertation Please see the Appendix below for marking bands and marking criteria. Please also see the Appendix for the weighting and equivalences of assessments. For further information on assessment, please see the Carlow College Regulations in Relation to Assessment and

Standards (2018) This contains sample marking guidelines for journals, facilitation and group presentations. The Teaching, Learning and Assessment Committee will be producing standardised marking criteria for different types of assessment during the 2018-19 academic year.

Recording Assessment Marks All marks that learners receive for assessments must be uploaded onto the Quercus system by lecturers (See Using Quercus Record Management System below). It is a primary responsibility of lecturers to ensure that learners have all their marks recorded on the system and are made available to learners and the Exam Board in good time. If assignments are late and the student has not received an extension, lecturers themselves must apply the late submission penalty. If necessary, clarification about extensions to learner assignments or other mitigating reasons should be sought from the relevant Stage Academic Advisor and Programme Administrator.

Late Assessment Penalties Assessments that are received late are subject to late penalties. Unless the learner has received an extension on their assignment, the following penalties should be applied:

Week One (1 – 5 working days late) Day 1 = - 5 marks Days 2 – 5 = - 10 marks Week Two (6 – 10 working days late) Day 6 = - 15 marks Days 7 – 10 = - 20 marks Week Three (more than 10 working days late): Loss of 50% of total marks

http://www.mhra.org.uk/pdf/MHRA-Style-Guide-3rd-Edn.pdf

35

Guidelines on Assessment Feedback to Support Teaching and Learning Feedback is a core teaching activity which provides information to learners so that they know what performance standards are expected of them and what steps they can take to address any shortfalls. The Carlow College Assessment

Policy (see Useful Quick Links below) stresses the importance of the timely delivery of constructive and consistent feedback to students. In order to achieve best practice in feedback, lecturers and assessors are expected to abide by the following guidelines:

Module and assessment information must inform learners when, where and how feedback is offered on the module/assessment concerned.

Each assessment task should be covered by clear marking criteria. Learners must be given these criteria and feedback must make reference to the criteria.

Essay feedback must be provided in a timely manner so that learners have the opportunity to reflect on it and address any problem areas in the next assignment/essay.

Giving Feedback through Turnitin In line with the College’s Teaching, learning and Assessment Strategy and the response to the QQI expert panel in Summer 2018, all lecturers are being asked to move to the electronic delivery of feedback using the Turnitin Feedback Studio. The overall College intention is that feedback on all relevant written assignments will be delivered in this way in 2019-20. The College will continue to provide training and support in-house. The College is also encouraging the delivery of formative feedback to students in class and face-to-face whenever possible. See the Carlow College

Teaching, Learning and Assessment Strategy 2018-23, in particular the sections relating to Good Practice in Teaching, Learning and Assessment: https://www.carlowcollege.ie/study-with-us/current-students/teaching-learning/

Feedback Turnaround Times Feedback should be given to learners in a timely manner. The following sets out turnaround times for assessment feedback:

Class Size Turnaround time for feedback to learners

Under 10 Within a week (5 working days)

Between 10 and 20 Within two weeks (10 working days)

Between 20 and 30 Within three weeks (15 working days)

Between 30 and 40 Within four weeks (20 working days)

Between 40 and 50 Within five weeks (25 working days)

Over 50 Every effort should be made to deliver feedback within six weeks (30 working days)

If feedback delivery is delayed, a new date should be agreed with the Programme Director and learners should be given the new due date.

Feedback must be relevant to the achievement of the module’s learning outcomes. Feedback must be appropriate to the level of the learner and to the nature the learning activity.

Lecturers should exploit the benefits of technology, e.g., Turnitin Feedback Studio to deliver prompt, clear and accessible feedback.

Lecturers should also create opportunities to deliver feedback informally during non-assessed activities.

Learners must be encouraged and supported to engage with feedback, to develop their ability to reflect on their attainment and follow up on any suggested mechanisms for improvement.

https://www.carlowcollege.ie/study-with-us/current-students/teaching-learning/

36

When marking exam scripts, assessors should provide brief feedback on the determination of the mark. Scripts must be made available for students to view and there must be opportunities for students to discuss exam performance with assessors.

Complaints and Appeals It is hoped that student complaints can be dealt with in a speedy and informal manner. Where this is not possible, Carlow College has a formal Student Complaints Procedure. Carlow College also has a policy regarding Appeals for Re-

check and Reviews. These policies are contained in the Regulations in Relation to Assessment and Standards (see Useful Quick Links section below).

Seminar and Dissertation

Dissertation Aims, Objectives and Learning Breakdown Every learner on the BA (Hons) in Arts and Humanities programme must take the Stage 4 ‘Seminar and Dissertation’ module. In order do a dissertation in a particular subject area on the Arts and Humanities, learners must have attained or be about to attain (at Stage 4) 50 ECTS of prior learning in that subject area. This is to guarantee that learners have enough subject knowledge in the discipline in which they wish to do a dissertation. The aim of this module in terms of the Arts and Humanities learner is to direct, demonstrate and model the skills necessary for the production of independent research, thinking and writing. Learners will display initiative in selecting a subject for a dissertation and preparing a proposal. They will write a dissertation according to the standards of their chosen discipline, as well as presenting and defending a paper to their peers and lecturers in the course of the year. Seminar Learning Outcomes:

Having completed the Seminar, the learner will be able to:

1. Display an integrated understanding of their discipline.

2. Demonstrate their capacity for independent learning through active participation in staff-learner seminars and presentations in those seminars.

3. Display the interpersonal and communication skills necessary to partake in academic fora of debate.

Dissertation Learning Outcomes:

Having completed the Dissertation, the learner will be able to:

1. Demonstrate critical discernment in choosing a research area.

2. Illustrate the critical skills necessary to organise a large body of data in a manner which displays a sophisticated level of writing competency.

3. Develop a deeper critical understanding of the specific academic discipline they have chosen, including both a more profound knowledge of empirical studies within the field (where applicable) and a greater sophistication in their theoretical understanding and skills.

4. Demonstrate an academic work ethic in meeting deadlines and commitments while exploring their topic, and displaying competent judgement and creative intelligence when working under the guidance of a supervisor.

Module Assessment breakdown Written Dissertation (70% of Marks) (7,500 – 10,000 words maximum) Oral Presentation (20% of Marks) Literature Review (10% of Marks)

Seminar and Dissertation co-ordinator The Dissertation Co-ordinator is a member of the College staff who directs and co-ordinates the Seminar and Dissertation. The co-ordinator for 2018-19 is Dr Elaine Callinan. The Dissertation Co-ordinator will oversee the fair and appropriate division of supervisory roles between members of the lecturing staff. She/he will notify learners about their supervisor, will schedule the seminars, will co-ordinate the results and liaise with Central Administration Office about the results. Since the Dissertation Co-ordinator and Final Year Academic Advisor will not be the same person, they will need to cooperate closely and have their responsibilities clearly defined, in particular from a learner’s perspective. Any

38

extensions, or difficulties in regard to presentations, should remain within the competence of the Final Year Academic Advisor.

The Role of the Supervisor The final dissertation is the product of the independent effort of the fourth year learner. However, dissertations should be supervised, read and graded by a Supervisor. The Supervisor’s role is to direct research questions and reading. It is the responsibility of the learner to contact their nominated supervisor in the first instance and agree on a schedule of meetings. In the course of the academic year the pace of submission of written work should be at the discretion of the Supervisor. However, it is suggested that all learners regularly meet with their Supervisors, whether part-time or full-time members of staff.

Procedure The Dissertation Co-ordinator arranges a preparatory session with all Third Year learners in the run up to Easter. Learners are then asked to fill in a Dissertation Proposal Form and an Ethics Checklist for Learners. The Proposal includes a draft title, a thesis statement outlining the research questions to be explored and a provisional bibliography of primary and secondary sources. In preparing their proposal the learner can consult with a potential Supervisor who will advise the learner about the viability of the topic chosen, as well as suggesting possible avenues for initial research and investigation. The Dissertation Co-ordinator, however, makes the final decision on the allocation of dissertation supervising. In this, he/she is guided by the relevant Programme Director and their knowledge of individual staff workload. Ideally no lecturer should supervise more than five dissertation learners. If the learner has answered YES to any of the statements on the Ethics Checklist, they are required to make contact

with the Dissertation Co-Ordinator who will assist them further in developing appropriate safeguards to continue with their research project. Third-year learners are informed before the summer break about their dissertation supervisor. Occasionally, a learner may be asked to reconsider their topic or take advice from a potential supervisor about the viability of the proposed topic. Learners are encouraged to do preparatory reading over the summer and to meet with their supervisor in the first two weeks of their final year to decide on a schedule of work. The submission date for the written dissertation will be communicated at this time. The Dissertation Co-Ordinator will organise and deliver a number of workshop sessions with fourth year students during the first term. These will cover research and presentation skills. Learners will be informed about the date of their presentation as soon as possible. Seminar presentations will be of half an hour’s duration, consisting of roughly a twenty-minute presentation of an academic paper, and ten minutes of staff and learner questioning. This presentation and defence comprises 20% of the overall mark for a dissertation. The Seminar mark awarded should be arrived at by consensus between the Supervisor; other members of the lecturing staff, with special consideration given to fellow colleagues with expertise in the area; and the Dissertation Co-ordinator. The Dissertation Oral Presentation rubric should be used Following the seminar, the Supervisor should meet with the learner to give feedback on their performance. It is mandatory for learners to attend all presentations in their group and their attendance is monitored.

Dissertation Submission and Grading On or before the submission date the learner will submit an electronic copy of their dissertation through Turnitin and one paperbound copy, with relevant cover page at the Library desk (The learner must also complete a Declaration Form which should be inserted after the cover page. The Library charges a fee of three euro for the binding of dissertations. The date of submission of the dissertation will be documented at the library desk. Extensions on the

39

submission date can only be granted by the Stage 4 Academic Advisor who will liaise with the Dissertation Co-

ordinator and supervisor.

The Dissertation Co-ordinator distributes the dissertations to the relevant supervisors for marking. Assessors should use the relevant Dissertation Marking Rubric and marks should be entered on the relevant Dissertation Assessment Sheet To ensure balance in the assessment, a sample of dissertations should be second-read by a lecturer in the appropriate area. In the event that the supervisor and second reader cannot agree, or differ by 10% or more in their assessment, the Dissertation should go to an External Examiner. In the case of difficulties between a learner and their supervisor the Dissertation Co-ordinator should ensure that the dissertation is second-read. More details about the structure, assessment and grading of the Seminar and Dissertation module can be found in

the Seminar and Dissertation handbook. Email Dr Elaine Callinan for more details.

Quercus Student Record Management System Carlow College, St, Patrick’s uses the Quercus student record management system. Quercus is a centralised system used to record and manage all data relating to every learner’s academic life cycle. Lecturers at Carlow College, St. Patrick’s are required to use the system in two ways:

to record class attendance

to upload assessment marks. NB: These two functions are the responsibility of lecturers and it is important that each area is populated on a

regular basis to ensure the integrity and accuracy of learner data.

All queries related to using the Quercus system should be directed to: [email protected]

Recording Class Attendance All lecturers must record learner attendance at lectures and tutorials as part of their normal administrative tasks. Learner attendance at class is crucially important in tracking learner progression on the programme and for the College’s information on learner retention. Recording attendance should be done in the first instance in the classroom through the Quercus system where feasible. Where class sizes are too big and it is too time consuming to record each learner attendance in-class, an alternative method of recording attendance may be deployed. However, all attendance records then need to be uploaded onto the Quercus system at the first available opportunity.

Uploading Learner Marks onto the Quercus System All marks that learners receive for assessments must be uploaded onto the Quercus system by lecturers. It is a primary responsibility of lecturers to ensure that learners have all their marks recorded and are available to learners and the Exam Board in good time. If assignments are late and student has not received an extension, lecturers must apply the late submission penalty. If necessary, clarification should be sought from the Academic Advisor and Administrator. Instructions for using Quercus can be found on the Staff Gateway through the College website.


Moodle and Turnitin Carlow College uses the e-learning platform known as Moodle. Lecturers can upload module material such as notes, reading lists and assignment details to their relevant module pages and this can then be accessed by students wherever they are. The interactive features of Moodle allow students to become more involved in their own learning. Every learner is required to enrol on the relevant Moodle page for each of their modules. Carlow College uses the anti-plagiarism software Turnitin. Every written assessment must be submitted through Turnitin, unless Turnitin is inappropriate for the specific type of written assessment.

Using Moodle Moodle is the primary source of information for learners about the module that they are taking. Lecturers should make themselves familiar with how to use Moodle as there is often an expectation among learners that key information will be placed on Moodle. The College has a dedicated Moodle support person for assist lecturers in developing their capacity to use Moodle effectively.

Minimum Requirements of Moodle Usage for Lecturers There is no limit to the amount of material a lecturer may place on Moodle. However, each lecturer is expected to place the following minimum information on Moodle:

Time and place of lecture

Name of module co-ordinator and contact details

Required reading and reading lists

Assessment details, including due dates, types of assessments and weighting of assessments

Turnitin links for written assessments

Any marking rubrics that may apply to assessments

Details of any module feedback mechanisms that learners should know about

A course outline, including where possible a week-by-week breakdown of course material Any additional information including PowerPoints, lecture notes, weblinks, secondary material and so on is at the lecturer’s discretion. Some modules will require more information and learning resources than others.

How much material should I place on Moodle? There is no definitive answer to this question and opinion varies on the matter. However, a general guideline for using Moodle is that is a tool designed to assist and enhance learning, and therefore should be used appropriately and consistently with the teaching, learning and assessment strategy for each individual module. Nonetheless, there is now a general expectation among students that lecturers will place basic module information on Moodle and lecturers should ensure that they have fulfilled the minimum requirements outlined above.

Importing material from existing Moodle pages There are new Moodle pages for each module on the programme. For a short time, you will be able to access the old Moodle pages and you can import files to the new system or save them to your desktop or Onedrive. If you wish to import material from an old Moodle page to a new one, do the following:

Go to the new Moodle page you wish to import material to

Under the Course Administation block on the right hand side of the page, click on ‘Import’ Select the old course you want to import the material from

Select the material you want to import

Perform the import

42

For a guide on how to Import material, click here: https://docs.moodle.org/35/en/Import_course_data

Moodle support If you need advice on how to get the most out of Moodle, or just basic help on how to use Moodle, please contact the Moodle and Turnitin support person, Morgan Buckley: [email protected] / Tel extn: 256 For general guidance on how to use Moodle, please see: https://moodle.org/ There are also plenty of very good tutorials on all of Moodle’s functions on YouTube.

Using Turnitin Learners Most written assignments are required to be submitted through Turnitin.1 Assignments are submitted through the Turnitin link set up on the relevant module’s Moodle page. Learners who are enrolled on a module are able to access the link. The lecturer will set up a ‘test link’ and a ‘final submission’ link.

Learners are given the opportunity to make a test submission before the assignment’s deadline. This submission will generate an Originality Report. This is the result of the comparison between the submitted work and open websites on the internet as well as Turnitin’s own database of previously submitted papers. The percentage of matched material is represented by a ‘score’ between 1 and 100.

The similarity score does not tell the learner if an essay is plagiarised, it just records how much is matching to published material. There is no correct score. A high score does not necessarily indicate plagiarism. It may indicate an overly high level of quotations from primary or secondary sources. This might be bad essay writing practice but if the material is correctly referenced, there is no issue of plagiarism. A low score, on the other hand, does not mean there has not been plagiarism. If an assignment scores 10%, but that 10% is unreferenced material, then it means that 10% of the assignment has been plagiarised, and that is clearly problematic. Following the test submission, learners have the opportunity to look at their Originality Reports and make changes to the assignment if they wish. Changing the essay solely in order to lower the score is counter-productive and misses the point of Turnitin. Learners should concentrate on developing good academic referencing skills and honing their ability to use their own voice in their written work. Assignments must be submitted through the final submission link before the assignment deadline. A hard copy of the assignment, showing a Turnitin number, must also be submitted to Administration.

Lecturers Lecturers should set up the Turnitin links on their relevant Moodle page in good time, preferably at least four weeks before the assignment is due. A ‘test link’ should be set up which allows learners to see Originality Reports and a ‘final submission link’ which also allows learners to see Originality Reports. Assignments submitted through the ‘final submission link’ are the ones to be graded. Lecturers are encouraged to use settings which exclude quotations, bibliography and small matches such as common phrases.

Lecturers should avoid giving learners the impression that there is a ‘threshold’ for the similarity score above which assignments will be considered to be ‘plagiarised’. It is more helpful to give learners examples of good quotation and referencing techniques.

1 Lecturers may decide that specific pieces of personal/reflective/creative writing do not need to be processed through Turnitin and will advise the class if this is the case.

https://docs.moodle.org/35/en/Import_course_data


https://moodle.org/

43

Turnitin can assist in the detection of plagiarism as it is faster and more effective than investigating for the original sources through conventional search engines (i.e. Google). However, the lecturer must use his or her own judgement in determining whether a learner has plagiarised material in their assignment.

Procedures to be followed if plagiarism is detected are covered in the Plagiarism Policy.

Setting up a Turnitin Link Note: You must set up two Turnitin links – one for students to use for a one-off test submission and the other for

their final submission

First – set up the test submission link

1. Go to the Moodle page the assignment is for.

2. Click ‘Turn editing ON’ (top right hand corner of the screen). 3. Choose one of the main blocks for the Turnitin link.

4. Click on the ‘Add an activity’ dropbox and choose ‘Turnitin Assignment 2’.

You now have a number of options on the screen, but you only have to do the following:

5. Fill in ‘Turnitin Assignment Name’. the name should clearly state that it is for the test submission . (e.g. ‘Test

submission for your History I essay’) 6. Summary box: You can put any important information you want the students to see here, e.g, the due date,

the word count, etc. It is up to you.

7. Submission Type box: Select ‘file upload’ from the drop box. 8. Allow submission of any file type? Select ‘YES’ from the drop box. 9. Display Originality Reports to Students: Select ‘YES’ from the drop box.

Now do the following:

10. Click on Assignment Part One to open up the drop down menu if it is closed.

11. Change the Start Date to when you want students to be able to access the Turnitin link. You can leave this

alone if you are happy to have it open from when you set up the link.

12. Change the Due Date to when the assignment is due.

13. Change the Post Date to when the assignment is due.


14. Click on Originality Report Options to open up the drop down menu if it is closed.

15. Allow Submissions after the due date: Select ‘YES’ from the drop box. 16. Report Generation Speed: Select ‘Generates reports immediately (resubmissions are not allowed)’ This will

limit the students to one test submission

17. Store Student Papers: Select ‘no repository’. It is vital that you do this. If you allow Turnitin to store the test

submission it will then be matched with the student’s final submission and result in a very high similarity score for that student.

If you want, you can also decide to exclude the bibliography and exclude the quoted material at this stage. Choosing

‘YES’ to these options will allow quotations and bibliographies to be excluded from Turnitin’s matching process. Click the appropriate options from the drop box menu. [Note: Turnitin will only exclude quotations within double quote

marks. Our current referencing guidelines require students to use single quotation marks.]

44

18. Click save and display. The first part of the process is now complete.

Second – set up the final submission link

1. Return to the block where you set up your test submission link

2. Click on the ‘Add an activity’ dropbox and choose ‘Turnitin Assignment 2’.

You now have a number of options on the screen, but you only have to do the following:

3. Fill in ‘Turnitin Assignment Name’. the name should clearly state that it is for the final submission. (e.g. ‘Final

submission for your History I essay’) 4. Summary box: You can put any important information you want the students to see here, e.g, the due date,

the word count, etc. It is up to you.

5. Submission Type box: Select ‘file upload’ from the drop box. 6. Allow submission of any file type? Select ‘YES’ from the drop box. 7. Display Originality Reports to Students: Select ‘YES’ from the drop box.


8. Click on Assignment Part One to open up the drop down menu if it is closed.

9. Change the Start Date to when you want students to be able to access the Turnitin link. You can leave this

alone if you are happy to have it open from when you set up the link.

10. Change the Due Date to when the assignment is due.

11. Change the Post Date to when the assignment is due.


12. Click on Originality Report Options to open up the drop down menu if it is closed.

13. Allow Submissions after the due date: Select ‘YES’ from the drop box. 14. Report Generation Speed: Select ‘Generates reports immediately (resubmissions are not allowed)’ This will

limit the students to one final submission

15. Store Student Papers: Select ‘standard repository’. This allows for the storage of the final essays.

If you want, you can also decide to exclude the bibliography and exclude the quoted material at this stage. Choosing

‘YES’ to these options will allow quotations and bibliographies to be excluded from Turnitin’s matching process. Click the appropriate options from the drop box menu. [Note: Turnitin will only exclude quotations within double quote

marks. Our current referencing guidelines require students to use single quotation marks.]

16. Click save and display. The entire process is now complete.

Giving Feedback through Turnitin The College’s aim is that feedback for all written continuous assessment will be given to learners via the Feedback Studio on Turnitin. This function of Turnitin allows lecturers to give more targeted feedback that learners can access instantly online. Additional training for giving feedback through Turnitin will be provided. Please contact the Moodle and Turnitin support for information on how to use the Turnitin Feedback Studio. For an online guide on using the Feedback Studio, please click on the link below: https://guides.turnitin.com/01_Manuals_and_Guides/Instructor_Guides/Feedback_Studio

https://guides.turnitin.com/01_Manuals_and_Guides/Instructor_Guides/Feedback_Studio

Plagiarism Policy The Plagiarism Policy is informed by QQI Assessment and Standards (revised 2013). The aim underpinning the Policy is to foster academic integrity in learners. A key requirement is that appropriate acknowledgement is made for the contributions of others to any work submitted for assessment.

Definitions Plagiarism is passing off the work of others as one’s own. It is defined by the act not the intention, so even careless accidental copying or inadequate referencing are still classed as plagiarism, for it gives the false impression that the learner is the author and denies the genuine author their due acknowledgement. Examples:

Using phrases or sentences that a learner has come across elsewhere

Copying word-for-word directly from a text published or electronic without the use of quotation marks.

Paraphrasing the words from a text without a reference.

Using text downloaded/purchased from the Internet

In addition to examples involving the written word, the copying and submission of other types of information, without attribution, is also classed as plagiarism. This includes, but is not limited to: diagrams, graphics, photographs, music and video files and experimental data.

Policy Statement Carlow College recognises that learners do not enter the institution with a full understanding of academic writing, values or practices. Explicit teaching of academic referencing occurs at various points in the degree programmes, e.g., as part of the Academic Skills module and when assignments are set. The method of attributing sources required by the College is in the form of standard and consistent referencing and bibliographic conventions, footnotes and end-notes. Learners must sign a confirmation of authorship on the Continuous Assessment Submission Form which must be included in all submissions. Learners at Carlow College are required to submit work through a text-matching software system called Turnitin. This software allows learners to view Originality Reports which indicate if referencing has been done correctly. Turnitin may also be used to detect plagiarism. No specific college-wide similarity limit has been set. Each lecturer assesses whether the level of similarity recorded breaches a threshold for plagiarism relevant to the specific assignment (see ‘Guidelines for Using Turnitin’). The College recognises that there are different levels of plagiarism and that account must be taken of misunderstanding by learners of the correct conventions of referencing at the start of the Degree programmes. However, learners who engage in serious/repeated incidents of plagiarism will be subject to academic sanctions, including a reduced or fail grade for an assignment (see ‘Procedures for Dealing with Plagiarism’)

Procedures for Dealing with Plagiarism The lecturer should carefully consider the evidence of plagiarism. Indicators and/or proof of plagiarism may include, but are not limited to one or more of the following:

An excessively high similarity score in Turnitin;

Identification of the source of the materials used by the learner without proper attribution, or represented as

the learner’s own work; A demonstrably marked difference in the writing style of the learner, as compared to previous work, or

variations in font, grammar and spelling from section to section;

46

Written testimony from others regarding a learner’s use of academically dishonest means to complete the

assignment;

First hand observation of the learner engaging in plagiarism;

An unusual or suspicious degree of similarity in work submitted by different learners;

Admission by the learner that s/he has plagiarised.

It is acknowledged that cases of plagiarism are rarely the same and some are far more serious than others. Seriousness varies according to the learner and the assignment. First year undergraduate learners are arguably still learning what academic integrity means but as they progress, learners are accountable to the highest standards of scholarship. Seriousness also involves the intent to deceive or not. Soft plagiarism is a pedagogical issue while hard plagiarism is an ethical one. Plagiarism is then viewed as minor, moderate and serious. As soon as possible after the discovery of the alleged plagiarism, taking account of the context and nature of the case, the following course of action may be taken:

Direct discussion with the learner to provide further advice about correct citation protocols and how to avoid

plagiarism in the future. The learner may be required to re-submit the work / assignment with or without any

of the sanctions listed below:

a) Resubmission of the work / assignment without penalty; b) Resubmission of the work / assignment with a penalty of a mark reduction of 5% or 10%; c) Resubmission of the work / assignment with a capping of the grade / mark to a pass / 40%.

In all cases where a lecturer imposes a penalty in relation to plagiarism a Plagiarism Record Form should be filled in. This form should be emailed to the Office of the Registrar, the Programme Board Chair and the relevant Academic Advisor. Where a single offence or a pattern of offences by a learner is deemed by the Registrar to potentially threaten or compromise the integrity of the learner’s achievement of the required learning outcomes and standards of the programme, the Registrar may bring the case for consideration to the Academic Council. Appeals by a learner in relation to plagiarism may be made to the Registrar within two weeks of the application of a sanction. The grounds for appeal may relate to (i) the decision as to whether plagiarism occurred and (ii) the penalty imposed. On receiving an appeal, the Registrar will adjudicate on the matter. The result of the appeal will be conveyed to both parties.

Plagiarism Report Form Directions This form should be completed in all cases where a lecturer has imposed a plagiarism penalty. Once completed, it should be emailed to the Office of the Registrar and the relevant Programme Board Chair and Academic Advisor. Form:

Name of Learner

Stage

Programme Academic Advisor

Name of Lecturer

Name of Module

Assignment type and title

Summary of the type and quantity of plagiarised material detected

Penalty imposed

Date

Information for Academic Advisors: Policy and Procedures

The Core Values of the Academic Advisor In the course of fulfilling their duties, Academic Advisors (A.A.) at Carlow College work to strengthen the importance, dignity, potential and unique nature of each individual within the academic setting. In this work, the A.A. is guided by their belief that students,

have diverse backgrounds that can include different ethnic, racial, domestic, and international communities; sexual orientations; ages; gender and gender identities; physical, emotional, and psychological abilities; political, religious, and educational beliefs;

hold their own beliefs and opinions;

are responsible for their own behavior and the outcomes of those behaviors;

can be successful based upon their individual goals and efforts;

have a desire to learn;

have learning needs that vary based upon individual skills, goals, responsibilities, and

experiences;

use a variety of techniques and technologies to navigate their world.

In support of these beliefs, the co-operative efforts of all who advise include, but are not limited to, providing accurate and timely information, communicating in useful and efficient ways, maintaining regular office hours, and offering a variety of different contact modes.

Definition of the Role and Purpose of the Academic Advisor The primary purpose of the Academic Advisor (A.A.) at Carlow College is to assist students in their understanding of the academic demands of their degree programme. The A.A. informs about, explains and clarifies the specific educational policies and procedures of their Programme Board and of Carlow College. As part of the larger educational process the role of the A.A. involves helping students develop a realistic perception of what is involved in taking their degree, the work involved, and the implications of particular academic choices that they make over the course of their degree, and to generally assist the student in making a successful transition to a Third Level educational environment. A.A.s assist students in their transition to the academic world by,

helping students to see the value of the learning process;

providing students with a perspective on the college experience;

assisting students in becoming more responsible and accountable; and,

by supporting students in setting priorities and evaluating their progress. Thereby, the major role of the A.A. is that of clarification and explanation, and may deal with any academic matter ranging from explaining different aspects of the curriculum to what is involved in making elective choices. The role may include, but is not limited to, explaining Carlow College’s mission, culture and expectations; the meaning, value, and interrelationship of aspects of the College’s curriculum; the modes of thinking, learning, and decision-making required at college level; the selection of academic programs and courses; the development of life and career goals; providing information about Carlow College resources, policies, and procedures; and highlighting the transferability of skills and knowledge. The ultimate responsibility for making informed decisions about life-goals and educational plans rests with the individual student; however, the A.A. assists by helping students to identify and assess alternatives and to outline the consequences of their decisions.

49

The Tasks of the Academic Advisor Carlow College understands that the tasks of the Academic Advisor include:

providing information on the selection of appropriate courses and related aspects of the educational experience;

interpretation of Carlow College requirements;

granting, where appropriate, essay and project extensions to students (see Procedure below).

Informing students of appropriate procedure for class absences (see Procedure below).

increasing student awareness of educational resources available (ARO);

reinforcement of student educational direction;

guiding students towards the College Counsellor/Nurse where appropriate; and,

gathering information regarding student needs, preferences, and performance for consideration at Programme Board level. Advisors must write a ‘Report on Learner Progress’ for submission to Programme Director, before discussion at Programme Board Meetings, based on results in for their Advisees. These two reports, one for submission prior to January Programme Board Meetings, one for the April Programme Board Meetings, ought to be informed by their own records of extensions etc., requested feedback from Tutors re absences from recorded classes, and other information they have to hand such as consultation re deferrals/withdrawals.

Procedures for Granting Essay Extensions

Students with documented proof of reason for extension

Students request an essay extension by email to their Academic Advisor. If approved, the Advisor’s email response is copied to [email protected], requiring the Learner to submit the documentation to Admin.

Students without documented proof of reason for extension Students who feel that they have serious and compelling reasons to be granted an extension but lack documentary evidence may approach their Academic Advisor by email. The Advisor may then request the Student to come for an appointment. If the Advisor decides that the Learner is to be granted an extension, then he/she will inform Admin.

Procedures re absence from class All learner absences must be recorded on the Quercus Student Information System. It is important that Academic Advisors provide the Academic Administration with the correct information and follow the correct procedures. Recording absences in the correct manner is vital for the College’s records and for the enablement of the College’s retention policies.

Please note: It is important for AAs to track both full-time and part-time learner attendance.

Students with documented proof of reason for absence

Students with documented proof of absence do not need to contact their Academic Advisor but must submit an Absence Form (available on Moodle) and their document(s) to the Central Administration Office. The student will be marked absent by their lecturers/tutors but these absences will be amended to ‘certified absence’ on the Quercus system by Central Administration. Attendance sheets must be submitted by lecturers through the Quercus system.

Students without documented proof of reason for absence

Students who feel that they have serious and compelling reasons to be excused from tutorials or classes where an attendance record has been taken for which no documentary evidence is available may approach their Academic Advisor by email. The Advisor may then request the student to come for an appointment. If the Advisor decides that the student is to be excused, then he/she will complete an Absence Form and inform the Central Administration Office


50

who will amend the attendance lists on Quercus as above. It is important that this Absence Form is given to the

Academic Adminstration and AA’s must follow this procedure in this instance.

Prolonged absences

In the case of prolonged absences by a student, such as a hospital stay, the Academic Advisor will email the relevant lecturers and tutors to advise them of this having due regard to confidentiality and the treatment of the student’s sensitive personal information. It is important that AAs liaise with the Academic Administration in such instances,

who will confidentially record this information on the Quercus system.

Withdrawal of learners from the programme

The Admissions Office work collaboratively with AAs with regard to learners who wish to withdraw from their programme. Admissions will supply all AAs with the Official Withdrawal form, which they should provide to any student who they know are withdrawing, after all avenues of support have been exhausted.

Should an AA notify the Admissions Office of a learner withdrawal (by providing an Official Withdrawal form), the Admissions Office will be the last point of contact and will issue an Official Withdrawal Letter (detailing the vital information of a withdrawal date). It is vitally important that every effort is made to secure an Official Withdrawal form from withdrawing learners because there may be future financial implications, e.g. qualification for Free Fees / Registration Fees / SUSI for such learners.

Special Considerations 1. The A.A.’s primary role is to help Carlow College students integrate information so they can make well-informed academic decisions; however, effective advising often requires a holistic approach, and at Carlow College a network of resources is available to the student. At times the A.A. may serve as a mediator and facilitator who directs the student on to the College Counsellor, Nurse, or Academic Resource Officer (ARO) where appropriate. Should a student advise the A.A. of an issue which is having a serious effect on them the Academic Advisor should direct the student to the College Counsellor. The following steps should be followed. Please see Appendix B for procedures for directing learners to the student counselling service.

2. When the needs of students and the institution are in conflict, the A.A. seeks a resolution that is in the best interest of both parties. In cases where the student finds the resolution unsatisfactory, they inform students regarding appropriate grievance procedures. 3. A.A.s respect student confidentiality rights with regard to personal information. 4. A.A.s increase their collective professional strength by constructively and respectfully sharing their advising philosophies and techniques with colleagues. 5. A.A.s respect the opinions of their colleagues and do not respond when students make comments or express opinions about other faculty or staff; are non-judgmental about academic programmes; and do not impose their personal agendas on students. 6. A.A.s advocate for the creation, enhancement, and strengthening of programmes and services that recognise and meet student academic needs

Subjects that qualify for the Teaching Council A significant number of learners on the Arts and Humanities programmes go on to become secondary school teachers in English, History and Religion (the most recent survey estimated the number to be up to 40%). The Teaching Council has identified specific areas of learning that learners must have attained credits in over the course of their degree in order to teach at post-primary, and the Arts and Humanities programmes have been designed with these requirements in mind. Academic Advisors should familiarise themselves with this information. The full Teaching Council requirements can be found here: https://www.teachingcouncil.ie/en/Publications/Registration/Documents/Curricular-Subject-Requirments-after-January-2017.pdf

https://www.teachingcouncil.ie/en/Publications/Registration/Documents/Curricular-Subject-Requirments-after-January-2017.pdf

https://www.teachingcouncil.ie/en/Publications/Registration/Documents/Curricular-Subject-Requirments-after-January-2017.pdf

Meeting Teaching Council Requirements in English for learners on the BA (Hons)

in Arts and Humanities2 Key requirements:

To meet the English requirements for the Teaching Council, you must have:

At least 60 ECTS in that subject

10 ECTS of the 60 have to be taken at Stage 4.

How can I divide my 60 ECTS?

You must have at least 40 ECTS in Literature divided between Fiction, Poetry and Drama

You must have an additional minimum 20 ECTS in Fiction, Poetry, Drama, Media Studies,

Composition and Writing Skills, Film Studies, or Theatre Studies

I need at least 40 ECTS in literature. What modules should I take?

We offer 50 ECTS of literature modules on the BA (Hons) in Arts and Humanities. You can take all 50 if you wish but you must take a minimum of 40 ECTS. Stage 1

Stage Module Requirement met Credits

1 Virtues of Poetry Poetry 5

1 Introduction to Fiction Fiction 5

Stage 2


2 Theatre of the European Renaissance Drama 5

2 Contemporary Irish Writing Fiction/Drama 5

Stage 3


3 At least two from: Gothic Fiction American Literature Modernism and Modernity

Fiction Poetry/Fiction Poetry

5 5 5

Stage 4


4 At least two from: Modern Drama in Performance Postmodern Literature Postcolonial Writing

Drama Fiction Fiction

5 5 5

2 The full Teaching Council guidelines can be found here: http://www.teachingcouncil.ie/en/Publications/Registration/Documents/Curricular-Subject-Requirments-after-January-2017.pdf

http://www.teachingcouncil.ie/en/Publications/Registration/Documents/Curricular-Subject-Requirments-after-January-2017.pdf


53

I need 20 ETCS of any other modules from Fiction, Poetry, Drama, Media Studies, Composition and Writing Skills,

Film Studies, or Theatre Studies. What modules should I take?

You can choose at least 20 ECTS from any other modules available on the course at any Stage of the programme. You could take all 50 ECTS of literature, or take the minimum 40 plus any other 20 credits from any of the following modules at any Stage: Stage 2


2 Creative Writing Poetry / Composition 5

2 Drama and Performance 1 Theatre Studies 5

Stage 3


3 Drama and Performance 2 Theatre Studies 5

3 Media and Communications Media Studies 5

3 Creative Writing: Advanced Poetry Poetry/Composition 5

3 Media Studies: Film 1 Film Studies 5

Stage 4


4 Creative Writing: Fiction Fiction/Composition 5

4 Creating Drama 1 Theatre Studies 5

4 Media Studies: Film 2 Film Studies 5

4 Creating Drama 2 Theatre Studies 5

What about the Stage 4 dissertation? Does that count for the Teaching Council?

Yes. The 15 ECTS for the dissertation can be included as part of your overall 60 ECTS.

I was on the old BA (Hons) in Humanities programme. Do the old 10 credit modules I have already taken in previous

years count?

Yes. Here is how the ECTS of modules you may have taken break down. . Old Stage 1


1 English 1 (Fiction and Drama) Fiction/Drama 5 ECTS each

1 English 2 (Modern Irish Writing) Fiction/Poetry 5 ECTS each

1 Creative Writing Composition 10 ECTS

Old Stage 2


2 English 1 (Medieval to Renaissance) Poetry/Drama 5 ECTS each

2 English 2 (Birth of Narratives) Poetry/Fiction 5 ECTS each

2 Drama and Performance Theatre Studies 10 ECTS

2 Journalism Media Studies 10 ECTS

Old Stage 3


3 English 1 (Romanticism and Gothic) Poetry/Fiction 5 ECTS each

3 English 2 (The Victorians) Fiction/Poetry 5 ECTS each

3 Irish Studies Fiction/Poetry 5 ECTS each

3 Communications Media Studies 10 ECTS

3 Existentialist Literature Fiction 5 ECTS

Meeting Teaching Council Requirements in History for learners on the BA (Hons)

in Arts and Humanities3 Key requirements:

To meet the History requirements for the Teaching Council, you must have:

At least 60 ECTS in that subject



You must have at least 15 ECTS in Irish history

You must have an additional minimum 45 ECTS. These 45 ECTS can be in any area of History, including

Irish history.

I need at least 15 ECTS in Irish history. What modules should I take?

You can take 50 ECTS of Irish history modules over the four Stages of the BA (Hons) in Arts and Humanities (including the ‘Local History’ module). You must take a minimum of 15 ECTS in Irish history to qualify for the Teaching Council criteria. We recommend you take the following at a minimum: Stage 1


1 Reimagining Ireland 1500-1700 Irish history 5

Stage 2


2 Reimagining Modern Ireland 1700-1850 Irish history 5

2 Reimagining Modern Ireland 1850-2000 Irish history 5

I need at least an additional 45 ECTS in History. What modules should I take? You should take a minimum of any other 45 ECTS of History (including Irish history modules if you wish) over the course of your programme, including a minimum of 10 ECTS at Stage 4.

What about the Stage 4 dissertation? Does that count for the Teaching Council?

Yes. The 15 ECTS for the dissertation can be included as part of your overall 60 ECTS.




55


years count?

Yes. Here is how the ECTS of modules you may have taken break down. Old Stage 1


1 History 1 (Re-Imagining Ireland to 1500 AD) Irish history 10 ECTS

1 History 2 (Europe to 1500) Other history 10 ECTS

Old Stage 2


2 History 1 (Re-Imagining Ireland 1500-2000) Irish history 10 ECTS

2 History 2 (Europe 1500-2000) Other history 10 ECTS

Old Stage 3


3 History Project Irish or Other history, depending on your topic

10 ECTS

3 History 2 (Transatlantic Revolutions 1715-1815) Other history 10 ECTS

3 History 3 (Women and the Church in Medieval and Early Modern Europe)

Other history 10 ECTS

Meeting Teaching Council Requirements in Religious Education for learners on

the BA (Hons) in Arts and Humanities4 Key requirements:

To meet the Religious Education requirements for the Teaching Council, you must have:

At least 60 ECTS in Theology



Your 60 ECTS must include at least 5 ECTS in each of the following: (a) Sacred Texts including the

Bible (b) Christianity – Origins and Contemporary Experience (c) World Religions (d) Secular Belief

Systems (e) Ethics (f) Systematic Theology and Philosophy of Religion

The remainder of the 60 can come from any other Theology modules on the programme, except the

Teaching Placement modules at Stages 3 and 4.

What modules should I take?

We offer 80 ECTS of Theology on the BA (Hons) in Arts and Humanities. You can take up to 80 if you wish but you must take a minimum of 60 ECTS, including credits in the areas of study the Teaching Council specify. You MUST take ALL of the following:


1 Introduction to Theology Christianity – Origins and Contemporary Experience

5

1 Theological Themes in World Literature, Cinema and Music

Christianity – Origins and Contemporary Experience

5

2 Christology: Encountering Jesus of Nazareth Systematic Theology 5

2 Biblical Studies Sacred Texts incl. the Bible 5

3 Philosophy of Religion Philosophy of Religion 5

3 3

Choose at least ONE of the following:

Political Philosophy and Secular Belief Systems 1 Political Philosophy and Secular Belief Systems 2

Secular Belief Systems Secular Belief Systems

5 5

3/4 World Religions (you must take this when it is available to you as an elective)

World Religions

5

3 4

Choose at least ONE of the following:

Fundamental Moral Theology Applied Christian Ethics

Ethics Ethics

5 5

Stage 4 You must take at least 10 ECTS at Stage 4 (this can include Applied Christian Ethics. It can also include World Religions if it is offered at that Stage)

10 ECTS at Stage 4 10




57

Besides the mandatory modules, I need additional credits in Theology to get to 60. What modules should I take? You can take any other combination of Theology modules over the course of your programme.

What about Catechetics and Teaching Placement? Do the credits I get in those modules count for the Teaching

Council?

No. The 60 ECTS cannot include Catechetics and Teaching Placement modules.

What about the Stage 4 dissertation? Does that count as ECTS for the Teaching Council?

Yes. The 15 ECTS for the dissertation can be included as part of your overall 60 ECTS. The specific requirement that you are meeting through the Dissertation should be stated. Please note, however, that in order to do a Dissertation in any subject you must have at least 50 prior ECTS in that area. Therefore, we recommend that you do a Dissertation in Theology on top of the minimum 60 ECTS.


years count?

Yes. Here is how the ECTS of modules you may have taken break down. . Old Stage 1


1 Theology 1 (Introduction to Theology Christianity – Origins and Contemporary Experience

10 ECTS

1 Biblical Studies Sacred Texts including the Bible

10 ECTS

Old Stage 2


2 Christology Christianity – Origins and Contemporary Experience

10 ECTS

2 Church and Sacraments 10 ECTS

2 Prophets and Synoptics Sacred Texts including the Bible

10 ECTS

Old Stage 3


3 Moral Theology Ethics 10 ECTS

3 Political Philosophy and Secular Belief Systems

Political Philosophy and Secular Belief Systems

10 ECTS

3 Philosophy of Religions & World Religions Philosophy of Religion World Religions

5 ECTS each

3 Religion, Conflict and Peace 10 ECTS

3 Catechetics and Placement 10 ECTS

Useful Quick links

Academic Calendar

http://www.carlowcollege.ie/study-with-us/current-students/academic-calendar/

Assessment Schedule 2018-2019

Quality Assurance and Strategic Plan

College Quality Assurance Policy https://www.carlowcollege.ie/explore/leadership-structure/quality-assurance/

College Strategic Plan 2017-2022 https://www.carlowcollege.ie/wp-content/uploads/2018/08/StrategicPlan.pdf

Teaching, Learning and Assessment Policies and Resources

Appointment of External Examiners Policy https://www.carlowcollege.ie/wp-content/uploads/2018/08/AppointmentofExternalExaminersPolicy.pdf

Assessment Policy https://www.carlowcollege.ie/wp-content/uploads/2018/08/AssessmentofLearnersPolicy.pdf

Carlow College Regulations in Relation to Assessment and Standards (2018) https://www.carlowcollege.ie/wp-content/uploads/2018/08/RegulationsinRelationtoAssessmentandStandards.pdf

Carlow College Teaching, Learning and Assessment Strategy 2018-2023 https://www.carlowcollege.ie/wp-content/uploads/2018/08/TeachingandLearningStrategy.pdf

Teaching and Learning Policy https://www.carlowcollege.ie/wp-content/uploads/2018/08/TeachingandLearningPolicy.pdf For additional Teaching, Learning and Assessment Policies, see https://www.carlowcollege.ie/study-with-us/current-students/teaching-learning/

http://www.carlowcollege.ie/study-with-us/current-students/academic-calendar/

https://www.carlowcollege.ie/explore/leadership-structure/quality-assurance/

https://www.carlowcollege.ie/wp-content/uploads/2018/08/StrategicPlan.pdf

https://www.carlowcollege.ie/wp-content/uploads/2018/08/AppointmentofExternalExaminersPolicy.pdf

https://www.carlowcollege.ie/wp-content/uploads/2018/08/AssessmentofLearnersPolicy.pdf

https://www.carlowcollege.ie/wp-content/uploads/2018/08/RegulationsinRelationtoAssessmentandStandards.pdf

https://www.carlowcollege.ie/wp-content/uploads/2018/08/TeachingandLearningStrategy.pdf

https://www.carlowcollege.ie/wp-content/uploads/2018/08/TeachingandLearningPolicy.pdf



Appendix A: Marking Bands,

Marking Criteria and Guidelines on

Weighting Assessment

Written Assessment Marking Bands

Bachelor of Arts Bachelor of Arts (Hons) Pass: 40% Pass: 40% Merit (Grade 2): 50% Second Class Honours (Grade 2): 50% Merit (Grade 1): 60% Second Class Honours (Grade 1): 60% Distinction: 70% + First Class Honours: 70%+

MARKING GUIDELINES

(First Class Honours/ Distinction: 70+) High First Class Honours/ Distinction : 76+ (High) (a mark in excess of 80

would be extremely rare)

Mid First Class Honours/ Distinction : 74 (Mid) Low First Class Honours/ Distinction : 72 (Low)

(Second Class Honours Grade 1/ Merit Grade 1: 60+) High First Class Honours/ Merit Grade 1 : 68 (High) Mid First Class Honours/ Merit Grade 1 : 64 (Mid) Low First Class Honours/ Merit Grade 1 : 62 (Low)

(Second Class Honours Grade 2/ Merit Grade 2: 50+) High First Class Honours/ Merit Grade 2 : 58 (High) Mid First Class Honours/ Merit Grade 2 : 54 (Mid) Low First Class Honours/ Merit Grade 2 : 52 (Low)

(Pass: 40+) High Pass : 48 (High) Mid Pass : 44 (Mid) Low Pass : 42 (Low)

(Compensation: 35+) Compensation : 37 (Fail: 34- ) Complete Fail : 32 (a mark less than 20 would be extremely rare)

Written Assessment Marking Criteria: Guidelines Award Classification Mark Definition

(B.A. Hons):1st Class Honours 70+ EXCELLENT (B.A.): Distinction Outstanding performance. There are different ways of obtaining a first class mark. First class answers are ones that are exceptionally good for an undergraduate, and which excel on several of the following criteria.

Comprehensive and accurate coverage addressing the question

Critical evaluation

Clarity of argument and expression

Integration of a range of materials

Depth of insight into theoretical issues

Originality of exposition or treatment

(B.A. Hons):2nd Class Honours: Grade I 60+ VERY GOOD (B.A.): Merit Grade 1 Highly competent performance. Excellence in one or more of the

above areas should be in addition to the following qualities expected of a 2:1

Accurate and well-informed

Comprehensive coverage

Well-organised and structured

Addresses the question

Evidence of advanced reading

Evidence of evaluation of material

Very good understanding of the material

Clearly presented

(B.A. Hons): 2nd Class Honours: Grade II 50+ GOOD (B.A.): Merit Grade II Generally sound work. These answers show an acceptable level

of competence as indicated by the following qualities:

Generally accurate, though perhaps with some omissions

A good answer to the questions, largely things based on required reading and course notes

Clear presentation

Development of arguments not always complete

Pass 40+ PASS Fair. Performance meets the minimum criteria. Recognition of what a question is getting at

A coherent presentation of ideas and opinions

Evidence of limited essential reading

Limited competence with critical or linguistic concepts

A general sense of historical context

Some detailed allusion to relevant texts

Composition without major faults of spelling, punctuation At lower end of pass scale answers tend to be weak in one or more of the following areas:

Minimal appropriate or accurate material

62

Cursory coverage of the basic material but with some errors, omissions or irrelevancies

Loose structure

Poor development of arguments

Compensatable 35+ FAIL Pass (35+) More work required before pass can be awarded. An attempt at the question but seriously lacking in content.

Some appropriate material, but poor coverage

Disorganised or sketchy essay

Inappropriate material

Lack of argument or evidence

Outright fail (-35) >35 FAIL Considerable further work required

Misunderstanding of the basic material

Complete failure to answer the question

Totally inadequate information

Incoherent presentation

N.B. PLEASE NOTE THAT ANY ESSAY WHICH IS SUBMITTED LATE AND HAS NOT RECEIVED AN EXTENSION WILL HAVE MARKS DEDUCTED.

Dissertation Oral Presentation Criteria

Arts and Humanities and English and History programmes

Levels of Achievement

CRITERIA FAIL PASS 2.2 2.1 DISTINCTION Development of Topic

Little information conveyed. Disconnected or disorganized ideas. Meaning frequently unclear due to recurrent errors.

Some understanding of topic shown. Some links and connections made between ideas. Points are usually developed with minimum detail. Information is usually relevant.

Good understanding of topic shown. Links and connections between ideas made clear. Information was relevant and expressed in own words. Points were developed with sufficient and appropriate details

A very good understanding of the topic shown. Links and connections between ideas made clear. Information was relevant and well expressed in own words. Points were well-organised and developed with sufficient and appropriate details.

Very informative, original ideas and perspective, very creative. Very wide ranging in its perspective. Deft use of sophisticated concepts and terminology.

Ability to engage and involve audience

Incomprehensible use of language and sentences, with a very poor use of vocabulary and syntax. Halting, fragmented, with unnatural pauses, making it difficult to follow. Very little information conveyed in a disconnected and haphazard fashion.

Some eye contact was made.

Techniques used to engage audience were minimal, or mainly ineffective. Presenter occasionally spoke clearly and at a good pace.

An interesting approach taken to topic. Speaker used techniques such as visual aids and props, anecdote, surprising facts, direct audience participation. Presenter usually spoke clearly to ensure audience comprehension. Delivery was usually fluent.

Speaker monitored audience and adapted presentation accordingly. An interesting or original approach taken to the topic. Speaker used techniques such as visual aids and props, anecdote, humour, surprising facts, direct audience participation. Presenter spoke clearly and at a good pace to ensure audience comprehension. Delivery was fluent and expressive.

Very difficult concepts clearly explained. Excellent use of appropriate examples, or illustrations. No mispronunciations of technical vocabulary. Kept the audience engaged with a difficult and demanding presentation.

Conclusion of topic

Very elementary or basic conclusion attempted.

An attempt was made to

The presentation was summed up clearly.

The presentation was summed up clearly and

Summed up in a very cohesive way the overall

64

Listener seriously doubts the conclusions drawn. There may well be no conclusion.

conclude the presentation.

You had a sense you had reached the end and some outcome was delivered and assessed.

effectively, with key points emphasised. There was an evaluation and assessment of the material.

argument of the thesis and the major strategies by which this has been achieved. Has realistic and convincing perspective on the topic that indicates high levels of judgement and balance.

Answering questions from audience

Poor grasp of the import of questions. Does not answer the question at all. Very confused and unclear about what they understand about the topic and what they attempt to convey to the listeners.

Not all questions could be answered. Questions answered with difficulty, but a basic knowledge of the topic was demonstrated.

Most questions answered.

Answers showed good knowledge and understanding of the topic. Language was mainly correct.

Questions answered with little difficulty. Very good knowledge of the topic was demonstrated. Language was correct and fluent.

Highly responsive to what the audience asked and needed. Displayed high levels of dexterity in grasping the import of questions asked. Demonstrated remarkable ease in marshalling key arguments and information to address questions effectively and sufficiently. Consistently clarified, restated, and responded to questions: succeeded in a comprehensive answering.

Dissertation Assessment Sheet


Programme

Learner’s Name

Dissertation Title

Supervisor’s Name

Assessor (Please Tick) Supervisor 2nd Reader External Examiner

Criteria Max Mark

Mark

Criteria Comment

Abstract & Introduction

15 Clear, concise and

synoptic abstract

Clearly defined thesis

question. Clear objectives, rationale

& framework for study Wide use of relevant

primary sources (History) Wide use of primary

source(s) Intelligent summary of

literature with explanation and review on literature relevance.

Descriptive chapter

outline

Chapters

40

Clearly structured chapters

Relevant issues and themes identified and analysed

Number and breadth and relevance of sources/citations.

Development of argument/point – skilled expression of ideas

Clear and logical research Sophisticated Writing Critical evaluation Findings clearly defined Accurate footnotes Accurate spelling and

grammar

Conclusion

20 Identification and

analysis of key findings

Definitive answer to

thesis question

66

Evidence of critical

thinking

Bibliography 5 Detailed bibliography

(including primary

sources for history)

MHRA guidelines

accurately followed

Presentation 20 See Presentation Rubric

OVERALL COMMENT

TOTAL MARKS AWARDED Supervisor Second Reader AGREED MARK Signature……………………………………… Date…………………

Dissertation Marking Rubric


This marking rubric should be used by examiners to aid the completion of the marking sheet above. It clearly

shows the expectations for each band of mark. This table has been produced to act as an aid to students,

supervisors and second readers of Undergraduate Dissertations.

Indicative Grade Dissertations in this category will generally fulfil the following criteria: 1.1

(80+%) Be an exceptional dissertation Provides insights, based on research objectives, and contributes to knowledge Is clearly based on independent thinking Has focused on primary sources (particularly relevant to history) Is superbly written, referenced and structured Reflects depth of insight and confidence of understanding, and real critical

analysis Also must contain requirements from column 1.1 (70+%) below.

1.1 (70+%)

Critical acumen displayed in selecting a unique and innovative research topic Contributes to knowledge in the field High use of relevant primary source(s) Intelligent use of secondary sources Independent research demonstrated Well written, referenced and structured Critical thinking and analytical skills displayed Research question identified in the introduction, examined in chapters and

solved in the conclusion Comprehensive presentation of research themes and findings Interdisciplinary approach (Humanities) All deadlines were met

2.1 (60%-69%)

Critical acumen in selecting a novel approach to a research topic

Brings something new to the field of study

Relevant primary source(s) used

Relevant and wide range of secondary sources

Critical analytical and evaluative skills displayed

High-level of writing competency

Clear presentation of research themes, analysis and findings

Independent research

Conclusions clearly presented 2.2 (50-59%)

Selection of a suitable research topic that displays some originality Some primary source(s) used Strong use of secondary sources Good understanding of research/dissertation questions Good chapter structure Descriptive with adequate critical analysis shown Limited independent research Low interdisciplinary skills (Humanities) Reasonable level of writing competency Research clearly presented Clear conclusion presented

Pass 40-49

Reasonable attempt at dissertation Selection of a topic that is relevant to student’s degree Limited use of primary and secondary sources

68

Show work which is broadly relevant Some good written expression but may lack clarity Weak critical analytical skills Grammar and punctuation errors Not all research objectives met Structure of work unclear Gaps in conclusions Deadlines not met

Fail (>40%) Vague or unclear topic No primary sources used Weak secondary sources Use of irrelevant sources Weak analytical skills – no reference to research aims Failure to write clearly to present arguments/points Weak conclusion or no conclusion Spelling, grammar and punctuation errors Work shows lack of understanding Late submissions

Guidelines on Assessment Weightings and

Equivalences

Context: assessment equivalents

Specific guidelines on assessment equivalences vary from institution to institution, and there appears to be no advice in the National Forum for the Enhancement of Teaching and Learning resources on assessment equivalences. The QQI Green Paper on Assessment (2018 draft) similarly avoids this issue. UCD Teaching and Learning Unit produced a document in 2012 entitled Assessment Workload and Equivalences.5 Although this document fell short of producing a guideline for UCD programmes, it does provide a summary of guidelines used by a range of UK HEIs on this issue. The UCD document suggests that:

A good starting point for setting assessment equivalences is to identify the commonly used assessment methods in your programme/school. For each assessment method consider (i) the relative weighting within the module, and (ii) expected notional student effort (hours/words).

How student effort is actually translated into assessment equivalences is less easy to define. A study carried out by Manchester Metropolitan University on a number of universities in Britain illustrated that a 5ECTS module (or equivalent) could be examined from a total word count range of 2,000-3250 words. Although this is a wide discrepancy (and student effort is always notional), there appears to be rough agreement that:

preparing for a one-hour, one-question exam is equivalent to writing a 1,000 to 1,500-word essay or a 2,000

to 2,500 reflective journal. Each was reckoned to take 10 hours of student effort.

Preparing and delivering a 10-min presentation was reckoned at 5 hours.

Student workload

Student assessment workload should be measured across the totality of modules taken by students across Stages. The UCD document quotes the guidelines operated by the University of Northumbria:

Whatever form of assessment is used, to avoid over-pressurising students, one fifth of the notional student

workload should be considered the period of time allocated for all (formal and informal) assessment.6

Taking this guideline, any assessment metric should equate a fifth time allotted for notional student effort with word counts for written assignments. Clearly, other types of assessment are very difficult to precisely measure and should be kept under review.

Word counts

Under this rubric, it is worth noting that word counts are calculated on the notional student effort, and are not linked to learner advancement through the Stages. However, it may be more appropriate and conventional to assign longer essays to learners at advanced stages of their programme. Carlow College, St. Patrick’s. The student workload on our 5 ECTS modules is reckoned at 125 hours. According to the above metric, no more than 25 hours should be spent on assessment tasks. Therefore, if 1,000 words approximates to 10 hours of student effort (preparation and writing), then a 1,250-word essay would equate to 50% of student effort (12.5 notional hours) on a 5 ECTS module. Note that portfolios, journals and other cumulative forms of assessment are reckoned to notionally

5 https://www.ucd.ie/t4cms/UCDTLA0038.pdf

6 http://www.celt.mmu.ac.uk/ltia/issue17/fielding.php

https://www.ucd.ie/t4cms/UCDTLA0038.pdf

http://www.celt.mmu.ac.uk/ltia/issue17/fielding.php

70

enable the student to double the word count than for a single essay. Consequently, the following guiding metric can be applied (word counts can fall within or on the band):

Assessment type Duration/Word

Count band

Notional Hours of

effort

Percentage

weighting EXAMS (Including in-class tests)

Exam 2 hours – 2 questions 15-20 60-70

In-class test 1 hour – 1 question MCQ/Creative piece

Up to 10 20-40 (depending on assessment)

ESSAYS/SHORT WRITTEN PIECES/ESSAY PLANS

2500 or more words 25 or more 100

2000-2500 words 20-25 80-100

1750-2000 words 17.5-20 70-80

1500-1750 words 15-17.5 60-70

1250-1500 words 12.5-15 50-60

1000-1250 words 10-12.5 40-50

750-1000 words 7.5-10 30-40

500-750 words 5-7.5 20-30

250-500 words 2.5-5 10-20

DISSERTATION 7500 words/Presentation/Lit. review/Research 375 all inclusive 100

PORTFOLIOS and REFLECTIVE JOURNALS

Portfolio N/A 12.5-17.5 50-70

Reflective journal 2000-2500 words 10-12.5 40-50

Reflective journal 1750-2000 7.5 30

Reflective Journal 1500-1750 5 20

PROJECT WORK

Supervised project 1500-1750 words 10 60

Supervised project 1250-1500 words 7.5 50

INTERPRETIVE/VISUAL/CONCEPTUAL EXERCISES

E.g. Mind-map N/A Variable 10-25 (depending on complexity)

PRESENTATIONS/DEBATES

E.g. Presentation 5-20 min 2.5-10 10-40

MULTIMEDIA ASSESSMENTS

Video piece 10 10 40

Video piece 5 min 5-7.5 20-25

Contribution to database/ webpage or similar

250-1000 words Variable 10-40

SHORT ASSESSMENTS MCQ/Short in-class activity Variable Variable 5-10

Appendix B: Procedures for

Directing Learners to the

Student Counselling Service

PROCEDURES FOR DIRECTING LEARNERS TO THE

STUDENT COUNSELLING SERVICE

Education is about development of the whole person; personally, socially, and academically. While attending

Carlow College, St. Patrick’s, learners may seek advice and guidance on issues through contact with staff such as Lecturers, Academic Advisors, Programme Board Chairs, the Nurse, Chaplain, Students’ Union Officer or

Class Representative. However, there are times when it is right to seek help in an environment which is

separate from the above. The College Counselling Service provides a free professional and confidential

service to all Carlow College, St. Patrick’s learners.

Many learners seeking counselling do so by contacting the service directly for an appointment. However, when

a learner is facing difficulties, it is often the Academic Advisor, individual lecturers and tutors, or those in

pastoral care or information roles which are the ‘first port of call’. The first signs of personal distress may often be that the quality of a learner’s work is suffering and/or that the learner is displaying unusual behaviour.

Consequently, the Lecturer, Tutor, Academic Advisor, Students’ Union Officer or Class Rep are often in a

very good position to notice when a learner is in need of help and suggest that they arrange an appointment

with the Counselling Service.

The following guidelines have been established to provide staff members and Students’ Union Officer and Class Reps with guidance on how to direct learners to avail of the College Counselling Service:

1. DIRECTING LEARNERS TO THE STUDENT COUNSELLING SERVICE

It is appropriate to direct a learner to the Counselling Service when:

there are concerns about the learner’s safety; there has been an uncharacteristic drop in academic performance;

the learner appears withdrawn, low in mood, tearful or unduly anxious;

the learner displays unusual behaviour (e.g. obsessive thoughts/substance misuse);

the learner has experienced significant life changes and crises (e.g. bereavement / relationship

issues);

the staff member / Students’ Union Officer or Class Rep is unsure of what to do or how to respond; the situation is depleting the staff member / Student’ Union Officer or Class Rep of their own emotional

responses.

Note that this is not an exhaustive list.

It is suggested that learners be directed to the Counselling Service by:

talking to the learner in a straightforward manner and pointing out the specific behaviour that has led

to the concern.

making it clear that directing the learner to the service represents your best judgement about how they

can get help.

reminding the learner that it is a free, professional and confidential service.

73

However, the decision to engage with the Counselling Service rests solely with the learner. If he/she does not

wish to follow your advice, then his/her wishes should be respected. No further action is required.

2. APPOINTMENTS CAN BE MADE WITH THE STUDENT COUNSELLING SERVICE IN

THE FOLLOWING WAYS:

During office hours (Monday – Friday between 9am – 5pm):

(i) the learner can contact the service directly by phone (059 9153225), email

([email protected]) or in person (Learner Resource Building);

(ii) the learner can be verbally directed to the service by a staff member / Students’ Union Officer or Class Rep;

(iii) while the learner is in the presence of a staff member / Students’ Union Officer or Class Rep, a

call (059 9153225) or email ([email protected]) on behalf of the learner to arrange an

appointment with the Counselling Service may be made.

o the Counsellor should be advised of the Learner’s Name, Programme, Stage and Contact number;

o while confirmation of attendance cannot be divulged by the Counselling Service, learners that

engage with the service are encouraged to contact the staff member / Students’ Union Officer or Class Rep who arranged the appointment to let them know that they have attended;

o if the learner does not attend the scheduled appointment or contact the service, the Counsellor

will contact the learner directly to reschedule.

o No further action is required on the part of the staff member / Students’ Union Officer or Class Rep.

Consultation

Where a learner presents with difficulties and a staff member / Students’ Union Officer or Class Rep is unsure of what to suggest or how to respond, a brief phone consultation (059 9153225) with a Counsellor during

office hours may be helpful. The name of the learner should not be disclosed. All consultations are dealt with

in confidence.

3. OUT-OF-HOURS EMERGENCY

The Student Counselling Service, including phones and email, operate from Monday to Friday between 9am

and 5pm.

If urgent emotional support is required outside of these times, the following services should be contacted:

o Learner’s own local GP service

o Caredoc out-of-hour service (6pm to 8am) 1850 334999



74

o The Samaritans 24 hours Freephone listening service 116123

o Carlow Garda Station 059 9131505

Confidentiality

The principle of confidentiality is paramount to the process of counselling. It enables learners to speak freely

about personal concerns in a safe and private environment. The Counselling Service is bound by Psychological

Counselling in Higher Education Ireland (PCHEI) and the Irish Association of Counselling and Psychotherapy

(IACP) professional Codes of Ethics to maintain confidentiality except in the rare circumstances where (i) a

learner is a risk to him/herself, or to another person or (ii) where disclosure is required as part of a legal process

or Garda investigation.

Any discussions that take place between the learner and the Counsellor will not be divulged to a third party,

such as their Academic Advisor, without the learner’s consent. This applies regardless of whether the learner attends the Counsellor of their own volition or is directed to the service by a staff member / Students’ Union Officer or Class Rep. In the case of the latter, information divulged in the course of directing the learner to the

service is also confidential and is not for discussion with other staff members or Students’ Union Officers or Class Reps.

On occasion, it may be helpful to share information with other support services, academic departments, Health

service or external professionals. If necessary, disclosure will be arranged through the Counsellor with the

learner’s written consent. The learner may choose to refuse consent and the potential implications of this will be explored and discussed as they relate to the individual learner’s situation.

Counsellor/Academic Advisor Contact

Where a Counsellor thinks the personal issues of a learner attending the service are having an effect on their

academic work, the Counsellor will encourage the learner to contact their Academic Advisor in the first

instance. With the learner's written consent, the Counsellor can discuss measures with the Academic Advisor

which might be helpful and supportive to the learner without necessarily revealing more specific and

confidential information. Where appropriate, the Counsellor may engage in a three-way meeting with the

learner and Academic Advisor in order to assist the learner engage with the appropriate academic processes.